ethanporcaro/eric-fulltext-meta huggingface dataset:
A Telephone Support Program for Adult Day Center Caregivers: Early Indications of Impact
Author: Gendron, Tracey
Date: 2013-00-00
Type: Journal Articles
Subjects: Pilot Projects,Social Services,Gerontology,Telecommunications,Listening,Graduate Students,Community Needs,Community Information Services,Service Learning,Caregivers,Family (Sociological Unit),Social Support Groups,Day Programs,Disabilities,Older Adults

The Virginia Commonwealth University/A Grace Place Caregiver Telephone Support Pilot Program was developed as a service-learning experience for graduate students to address the need for family caregiver support services. The Telephone Support Program was developed by the Virginia Commonwealth University Department of Gerontology, in collaboration with A Grace Place Adult Day Center, as a pilot project that introduced a low-tech telephone outreach initiative in which trained students provided weekly caregiver support through active listening. Uniting students with family caregivers provided a challenging learning experience for students that enriched students' personal and professional development, provided an important service for caregivers, and met a critical community need. The findings demonstrate that a telephone support format offers a positive educational experience for graduate students and essential psychosocial support for family caregivers. (Contains 3 tables.)
Inside out, outside in: A Comparative Analysis of Service-Learning's Development in the United States and South Africa
Author: Stanton, Timothy K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Organizational Change,Social Environment,Foreign Countries,Comparative Education,Service Learning,Teaching Methods,Theories,Educational Change,Partnerships in Education

In this article, two service-learning practitioners reflect on the development of the pedagogy of service-learning within higher education in two different contexts: the United States and South Africa. They examine and compare service-learning's evolution in these two different, distant parts of the world from the vantage points of their long involvement in this work, noting the institutional locations and motivations of early pioneers and the important, often enabling influence of higher education's social context. They conclude with theory-building speculation on how these service-learning stories may illuminate some of the complexities of institutional change in higher education. (Contains 2 figures and 3 endnotes.)
From Outreach to Engaged Placemaking: Understanding Public Land-Grant University Involvement with Tourism Planning and Development
Author: Herts, Rolando D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Land Grant Universities,Public Colleges,Black Colleges,Tourism,School Community Relationship,Marketing,Institutional Characteristics,Competition,Power Structure,Grounded Theory,Case Studies,Ethnography

This dissertation research project aimed to identify benefits and drawbacks of public land-grant university involvement with tourism planning and development, an emergent form of university-community engagement. Using qualitative methodology, the study's findings led to the codification of levels of university tourism planning and development capacity. It is hoped that the overall project--a portion of which is summarized in this dissertation overview--lays the groundwork for further research on public land-grant university tourism planning and development as potentially both a beneficial and a disempowering form of university-community engagement. (Contains 1 table and 1 figure.)
Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning
Author: Stokamer, Stephanie
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Democracy,Problem Solving,Citizen Participation,Teaching Methods,Social Justice,Service Learning,Integrated Curriculum,College Instruction,Critical Theory,Faculty Development,Epistemology,Models

Democratic problem-solving necessitates an active and informed citizenry, but existing research on service-learning has shed little light on the relationship between pedagogical practices and civic competence outcomes. This study developed and tested a model to represent that relationship and identified pedagogical catalysts of civic competence using five years of survey data from over 10,000 students in approximately 700 courses. The results strongly substantiate the proposed model, with knowledge, skills, attitudes, and actions as epistemological components of civic competence. Most importantly for the social justice aims of service-learning, the study found that diversity significantly enhances all civic competence outcomes. Finally, the results demonstrated that service must be thoroughly integrated into a course through the syllabus and community partnership to maximize civic competence. These findings and the new Critical Pedagogy Model of Civic Competence through Service-Learning provide direction for faculty development and future research related to cultivating competent citizens through service-learning. (Contains 2 figures.)
Students Serving Abroad: A Framework for Inquiry
Author: Sherraden, Margaret
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Service Learning,Global Approach,Citizen Participation,Classification,Study Abroad,Cultural Awareness,Outcomes of Education,Individual Characteristics,Institutional Characteristics,Educational Research,Research Needs,Activities,Context Effect

International service by students is gaining greater attention at colleges and universities around the world. Some research has examined the effects of international service for students, but relatively few studies have examined outcomes for host communities and sponsoring organizations, including colleges and universities. Beginning with an examination of theoretical and empirical research from the fields of international volunteerism, international service-learning, and international study abroad, this article proposes a framework for inquiry on international service programs. It suggests that differences in outcomes for students, host communities, and home colleges and universities are the result of variations in individual and institutional characteristics and service activities. Finally, the article considers implications for future research, including hypotheses and research designs to test differences across programs and educational institutions. (Contains 2 figures.)
The Intended and Unintended Consequences of International Service-Learning
Author: Crabtree, Robbin D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Service Learning,Global Approach,Study Abroad,Foreign Countries,School Community Relationship,Attitude Change,World Views,Outcomes of Education,Negative Attitudes,Holistic Approach,Longitudinal Studies,Context Effect,Partnerships in Education,Well Being,Mental Health,Conflict Resolution,Best Practices,Program Design

Previous research on service-learning in international contexts tends to focus on the benefits and outcomes for students and educational institutions. This essay is intended to provoke further examination of issues related to university-community engagement in global contexts, particularly in terms of the consequences for host communities. In order to explore complex issues surrounding international service-learning, the author offers a composite scenario in a series of snapshots gleaned from projects organized by U.S.-based organizations and universities in partnership with host country organizations and communities. Revealed are a variety of typical outcomes--intended and unintended, positive and negative--for students, faculty, organizations and their staff, and the communities that host visiting service-learning teams. A framework for analysis is offered along with recommendations for ways to mitigate potential unintended negative consequences of international service-learning.
Learning Outcomes Assessment: Extrapolating from Study Abroad to International Service-Learning
Author: Rubin, Donald L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Community Services,Global Approach,Study Abroad,Foreign Countries,Intercultural Communication,Reflection,Stakeholders,Program Evaluation,Educational Assessment,Program Effectiveness,Outcomes of Education,Student Evaluation,Data Collection,Information Sources,Comparative Analysis,Influences,Evidence,Service Learning,Correlation,Academic Achievement,Best Practices,Sample Size,Disproportionate Representation,Methods

For international service-learning to thrive, it must document student learning outcomes that accrue to participants. The approaches to international service-learning assessment must be compelling to a variety of stakeholders. Recent large-scale projects in study abroad learning outcomes assessment--including the Georgia Learning Outcomes of Students Studying Abroad Research Initiative (GLOSSARI)--offer precedent from which international service-learning assessment programs may draw. This article outlines five promising practices to guide international service-learning assessment activities: (1) focus on outcomes about learning; (2) employ multiple sources and methods for data collection; (3) invest in compiling credible comparison groups to build the case for a causal relationship between international service-learning and learning; (4) acquire data from multiple and diverse institutions and programs to better generalize and also to warrant conclusions about best program practices; and (5) acquire data from large samples of program participants to provide insights into under-represented groups and program sites.
Alternative Break Programs: From Isolated Enthusiasm to Best Practices--The Haiti Compact
Author: Piacitelli, Jill
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Seismology,Natural Disasters,Victims,Altruism,Prosocial Behavior,Best Practices,Helping Relationship,Social Problems,World Affairs,Partnerships in Education,Nonprofit Organizations,Volunteers,Global Approach,Student Attitudes,Student Development,Sustainability

Alternative break programs, which are short-term service-learning trips, immerse students in direct service and education, resulting in the creation of active citizens who think and act critically around the root causes of social issues. Over the last 20 years, domestic alternative breaks have effectively created strong community partnerships and fostered student development. After the 2010 earthquake in Haiti, universities around the United States were seeking opportunities to offer &quot;hands on&quot; aid, and the need for best practices to avoid potential pitfalls of international volunteerism became plainly apparent. In response, a small group of alternative breaks professionals from five U.S. universities came together with Break Away (the national alternative breaks nonprofit organization), to form the Haiti Compact. The Compact developed best practices for international alternative breaks, allowing staff and students to overcome potential harm done to communities while contributing to student learning and engagement. This essay shares those practices and their application to work in Haiti. (Contains 1 table.)
Going Global: Re-Framing Service-Learning in an Interconnected World
Author: Garcia, Nuria Alonso
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Service Learning,Perspective Taking,Global Approach,Ecological Factors,Study Abroad,Focus Groups,Integrated Curriculum,Learning Experience,Foreign Countries,College Students,Role,Self Concept,Moral Issues,Schemata (Cognition)

This essay argues for the importance of re-framing international service-learning as global service-learning. This includes recognizing the entire "ecology of education," the interconnected web of relationships in which learning can occur at home and abroad. It draws upon the experiences of developing a new program in global studies at Providence College that focuses on civic engagement with global and local communities, along with interviews and a focus group with majors in the program. The essay concludes with a call for using service-learning as a vehicle to educate global citizens not merely as a one-time experience, but rather as part of an integrated curricular process. (Contains 1 table and 2 figures.)
The Peace Corps and Higher Education: Finally the Envisioned Partnership?
Author: Quigley, Kevin F. F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduate Study,Volunteer Training,Volunteers,Higher Education,Partnerships in Education,Role,Recruitment,Voluntary Agencies,Service Learning

A number of structural and contextual changes underway suggests that now that the Peace Corps has begun its second half-century, it may be the opportune time for a broader and deeper strategic partnership with higher education along the lines that the Peace Corps founders' envisioned. That partnership would involve higher education playing an expanded role in recruiting, training, and evaluating Peace Corps volunteers to supplement the more than 100 existing partnerships between the Peace Corps and higher education in graduate study.
Investigating Content Knowledge of Traditionally vs. Alternatively Prepared Pre-Service Secondary Mathematics Teachers
Author: Bonner, Emily P.
Date: 2013-02-00
Type: Journal Articles
Subjects: Teacher Education Programs,Mathematics Education,Mathematics Teachers,Secondary School Mathematics,Preservice Teachers,Academic Achievement,Scores,Higher Education

Teacher content knowledge has been repeatedly linked to student achievement. Alternative Mathematics Teacher Education Programs are popular and prevalent, but do they prepare teachers with the content knowledge needed to teach secondary mathematics? This study reports on a quantitative analysis comparing scores between traditionally and alternatively prepared teachers on a secondary mathematics state licensure test. Results show that neither group had a passing mean, and traditionally prepared teachers typically score higher on the state licensure test, though only significantly higher in particular domains and total score. (Contains 9 tables.)
The Status of Capstone Courses for Pre-Service Secondary Mathematics Teachers
Author: Cox, Dana C.
Date: 2013-02-00
Type: Journal Articles
Subjects: Guidelines,Mathematics Education,Mathematics Teachers,Teacher Education,Preservice Teachers,Mathematics,High Schools,Mathematics Curriculum,Secondary School Mathematics,Curriculum,Higher Education

Capstone courses have been recommended as a way for pre-service secondary mathematics teachers (PSMT) to connect the mathematics they learn in university to the mathematics they will teach in high schools. However, not much is known about the nature of these courses in the U.S. Through a survey of departments of mathematics and education, the study presented here explored whether such courses were offered to PSMT and, if offered, how the courses were designed. Respondents reported on alignment with CBMS guidelines, curriculum, and assessments among other course logistics. Implications include: few capstone courses align with national guidelines and vary greatly. (Contains 8 tables.)
Mathematics Anxiety and Mathematical Beliefs: What Is the Relationship in Elementary Pre-Service Teachers?
Author: Haciomeroglu, Guney
Date: 2013-02-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Elementary School Teachers,Mathematics Anxiety,Beliefs,Student Teacher Attitudes,Elementary School Mathematics,Self Esteem,Teacher Competencies,Preservice Teachers

Three hundred-one pre-service teachers enrolled in elementary teacher education program were administered two surveys to measure mathematics anxiety and mathematical beliefs. Results of the study revealed that there were significant differences between third year and fourth year pre-service teachers regarding their mathematics anxiety and mathematical beliefs. They held strong beliefs about teaching and learning mathematics that were aligned with the teacher education program. The results suggested that the pre-service teachers who held stronger beliefs and felt less anxious were more confident about their abilities to teach mathematics effectively. Thus, the significant relationship between mathematics anxiety and mathematical beliefs should be acknowledged. (Contains 2 tables.)
Case Study of Three Rural Texas Superintendents as Equity Oriented Change Agents
Author: Maxwell, Gerri Marie
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Superintendents,Rural Schools,Public Schools,Social Justice,Equal Education,Change Agents,Self Concept,Administrator Characteristics,Semi Structured Interviews,Qualitative Research

For this qualitative case study (Patton, 2003), we used narrative inquiry (Erlandson, Harris, Skipper, &amp; Allen, 1993) and sought to analyze extended interviews and field notes based on interactions with three rural superintendents working in high-needs, public PK-12 school districts in Texas. We collected data with regard to these superintendents' perceptions of themselves as social justice/equity oriented change agents based on the Equity Oriented Change Agent or EOCA framework developed by Skrla, McKenzie, and Scheurich (2009). Our goal with this study was to glean greater insight into the work of these rural school leaders as potential equity oriented change agents. Additionally, we sought to ascertain any additional EOCA characteristics through analysis of the participants' perceptions. The data revealed themes that aligned with the Skrla et al., (2009) framework as well as some emergent data beyond those EOCA characteristics. These themes afforded us a better understanding of the work of these three rural superintendents as equity oriented change agents and how they perceive their work. (Contains 3 figures and 2 footnotes.)
Recruiting Ethnically Diverse Participants into Qualitative Health Research: Lessons Learned
Author: Renert, Hagar
Date: 2013-00-00
Type: Journal Articles
Subjects: Recruitment,Ethnic Diversity,Health,Qualitative Research,Inclusion,Eating Disorders,Females,Cultural Relevance,Trust (Psychology),Interpersonal Relationship

The inclusion of ethnically diverse populations in health research is crucial for addressing ethnic disparities in health status and care. Despite this need, non-dominant ethnic groups continue to be under-represented in health studies. The reasons may be at least partly due to the difficulties inherent in recruiting such groups for research. In this article, we attempt to assist researchers, who are seeking to conduct inclusive qualitative health research, by sharing some of the lessons we learned in the process of recruiting ethnically diverse immigrant women for a qualitative study on the experience of developing weight-related concerns. Specifically, we discuss issues such as engaging gatekeepers, using cultural insiders, developing culturally-sensitive recruitment materials, offering payment, and developing trust with participants and their communities. We conclude the article by presenting practical strategies for addressing these issues based on our experience and the available literature on the recruitment of non-dominant research participants.
Hand-I Coordination: Interpreting Student Writings and Drawings as Expressions of Identity
Author: Schaenen, Inda
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 2,Grade 3,Grade 4,Self Concept,Writing (Composition),Writing Workshops,Literary Genres,At Risk Students,Family (Sociological Unit),Culture,Churches,Religion,Urban Schools,Qualitative Research,Teacher Researchers

In schools where curricular constraints and testing pressures narrow the ways in which students can take up identities as writers, longterm enrichment programs offer opportunities for the meaningful design of compositions. This paper, which presents the work of four elementary student participants in a writing workshop, shows how qualitative inquiry--in particular critical multimodal analysis--can enable a teacher researcher to see, interpret, and explain what might be going on in the writings and drawings of students, and how these illuminations help establish and expand the identities of students as writers. I focus especially on the work of one student over three years, and share the methodological procedures I drew upon in order to generate claims about his writing identity. (Contains 2 footnotes.)
Queering Methodologies: Challenging Scientific Constraint in the Appreciation of Queer and Trans Subjects
Author: Ferguson, Joshua M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Qualitative Research,Research Methodology,Sexual Orientation,Sexual Identity,Feminism,Social Justice,Ethics,Documentaries,Interviews

Qualitative studies require a queer perspective to challenge stagnant forms of scientific discourse. This paper argues for a deconstruction of hegemonic qualitative practices in order to appreciate and listen to queer and trans subjects when employing qualitative research and methodologies. I focus on qualitative methods from an audiovisual perspective to suggest that there is scientific constraint in the way researchers still approach qualitative methodologies. I propose some foundations for thinking about queer qualitative methods that employs queer theory in relation to a self-reflexive creative perspective towards ethics, research and representation. Moreover, I critically analyze the HBO trans documentary, Middle Sexes: Redefining He and She (Antony Thomas 2005), in order to move beyond complacent documentaries that employ interviews as a way of categorizing and containing gender diversity. I work towards future methodological promises for the exploration of queer and trans subjects. Further, this paper challenges the problems of imposing binary-based categories that not only obscure thorough understandings of gender but also perpetuate social injustice.
Tasers and Community Controversy: Investigating Training Officer Perceptions of Public Concern over Conducted Energy Weapons
Author: De Angelis, Joseph
Date: 2013-00-00
Type: Journal Articles
Subjects: Weapons,Police,Attitudes,Interviews,Community Attitudes,Social Problems,Misconceptions,Safety,Injuries,Mass Media Effects,Activism,Police Community Relationship,Qualitative Research

Over the last several decades, &quot;Tasers,&quot; &quot;stun guns&quot; and other conducted energy devices (CEDs) have become a widely adopted, though publicly controversial, form of police restraint technology. While there is a growing body of research on the physiological effects of these types of weapons, less attention has been devoted to the social effects of this technology. This paper draws on in-depth interviews with a stratified random sample of police training officers from two states (n=27) to explore the effect that community controversy over the use of CEDs has had on police organizational practices. In particular, we explore how police training officers: (a) Represent the sources of recent community controversies relating to CEDs; (b) Characterize the effects that community controversy has on officer practices and policy development. (Contains 6 tables.)