ethanporcaro/eric-fulltext-meta huggingface dataset:
Picturing Service-Learning: Defining the Field, Setting Expectations, Shaping Learning
Author: Donahue, David M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Content Analysis,Audience Analysis,Higher Education,College Students,Student Attitudes,Photography,Learning Activities,Gardening,Tutoring,Group Dynamics,Power Structure,Definitions,Racial Bias,Racial Differences,Universities,Web Sites,Communication (Thought Transfer),Imagery

This study used content analysis and audiencing to understand how service-learning is presented visually by institutions of higher education and interpreted by college students. Data included 834 photographs from the service-learning web pages of 63 four-year institutions in California. The majority showed a narrow range of direct service including engaging with young people in out-of-classroom activities, tending gardens, tutoring, and working at a building site. Looking at a selection of these photos, a sample of 14 college students questioned definitions and power dynamics of service and noted a pattern of those serving being White and those served being people of color. Images were perceived differently by viewers depending on their backgrounds, experiences, and perspectives. If service-learning is to draw on the talents of students from diverse backgrounds and develop the knowledge, skills, and commitment to engage with society's complex problems, then the visual representation of service should reflect those aims.
Identifying Student Traits and Motives to Service-Learn: Public Service Orientation among New College Freshmen
Author: Christensen, Robert K.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Freshmen,Service Learning,Personality Traits,Student Motivation,Prosocial Behavior,Student Volunteers,Extracurricular Activities,Introductory Courses,United States Government (Course),Political Science,Required Courses,Student Surveys,Demography,Familiarity,Gender Differences,Racial Differences,Regression (Statistics)

Among college students, public service motives influence choice of major or job. Although the link between public service motives and prosocial behavior has been established among working adults, researchers have not adequately examined how these motives affect the reported behavior of precareer students. In this article, the authors explored how public service motives and certain demographic characteristics were related to the service orientation of college freshmen. More specifically, they examined whether public service motivation was related to a student's proclivity to enroll in service-learning courses and volunteer frequently. Results indicated that public service motives were positively associated with both curricular and extracurricular public service activities among first-year college students. Race and gender were found to be key traits affecting engagement. The implications of these findings for public service research and education are discussed.
Students' Emotions in Academic Service-Learning
Author: Noyes, Elise
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Teaching Methods,Emotional Experience,Statistical Analysis,Qualitative Research,Interviews,Mixed Methods Research,Intellectual Development,Individual Development,Course Content,Learning Experience,Private Colleges,Liberal Arts,College Students,Outcomes of Education,College Faculty,Questionnaires,Correlation,Student Attitudes,Likert Scales,Psychological Patterns

Research has demonstrated the importance of emotions in learning, and academic service-learning (AS-L) has become an increasingly popular pedagogy. However, few studies have investigated emotional experiences specific to AS-L. The purpose of this mixed-methods study was to examine students' emotions related to their AS-L class. Results from the quantitative component revealed that students have emotional experiences both on site and in class that are specific to AS-L. The qualitative interview results supported the quantitative finding that excitement/enjoyment is the most frequently experienced emotion and that the majority of emotional experiences occurred on site. The findings demonstrate the importance of emotions in facilitating the intellectual and personal development of students in AS-L and emphasize the need for faculty to be mindful and intentional in helping students navigate these experiences and integrate them with the course content.
Examining Our Interdependence: Community Partners' Motivations to Participate in Academic Outreach
Author: Barrera, Douglas
Date: 2015-00-00
Type: Journal Articles
Subjects: Outreach Programs,College School Cooperation,Partnerships in Education,Universities,High Schools,School Community Programs,Motivation,Participation,School Responsibility,Social Responsibility,Case Studies,College Preparation,Disproportionate Representation,Mathematics Teachers,Science Teachers,Coaching (Performance),Extracurricular Activities,Public Schools,School Counselors,Access to Education,Educational Opportunities

Although the literature on institutional civic engagement within higher education is quite extensive, the community perspective on such endeavors remains an underdeveloped area of study. This is particularly true of outreach programs emanating from the university intended to support college preparation of underrepresented students. The purpose of this study was to explore the motivations of high school professionals for participating in university outreach programs, and to understand how these individuals view their partnerships with higher education at a time when public funding for education at all levels is under siege. Moving beyond partnership models that strictly focus on one organization's need for resources from the other, the findings here point to civic interdependence as the lens by which we can understand community partners' reasons for collaborating with higher education institutions.
Community Engagement in a Neoliberal Paradigm
Author: Brackmann, Sarah M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Citizen Participation,Neoliberalism,Commercialization,Politics of Education,School Community Programs,Partnerships in Education,Land Grant Universities,Higher Education,Public Policy,Educational Policy,Educational Change,Resistance to Change,Social Systems,Privatization,Case Studies,Interviews,Stakeholders,Public Service,Needs Assessment,Power Structure,Private Sector,Public Sector,Nonprofit Organizations,Technical Writing,Science Education

Studying community engagement provides another lens for examining how neoliberal universities collaborate with external organizations to move closer to the market, often in the hope of promoting the public good. This study examined the tension between the public and private aspects of university-community partnerships by studying the impact of neoliberal policies and logic on the design and implementation of these partnerships at two land-grant universities. Findings suggest that community engagement scholars and practitioners need to be sensitive to pressures from declining resources and their influences on higher education, including their impacts on community partnerships. In response to pressures to generate revenue and capture external resources, scholars and practitioners must balance reproducing dominant paradigms, developing quasi-market partnerships, and promoting public good through engagement practices.
The Need for Improving Intercultural Collaborative Activities with Structured Institutional Systems of Support
Author: Gahungu, Athanase
Date: 2015-00-00
Type: Journal Articles
Subjects: Intercultural Programs,Cooperation,Program Evaluation,Educational Researchers,Research Assistants,Case Studies,Foreign Countries,Professionalism,Cultural Awareness,Administrative Organization

Evaluation of an international, grant-funded program must communicate the program's value to a variety of stakeholders: the funder, the agency operating the program and its community, and the citizens of the country where the program is implemented. An intercultural research team can achieve that goal only through a thought-out strategy. This article summarizes the challenges that intercultural teams of researchers faced as they crisscrossed a host country while evaluating a teaching and learning materials program. It concludes with three recommendations for effective collaboration: (1) Research coordinators must use rigor in selecting researchers and research assistants. (2) Researchers must receive in-depth and extensive training in both intercultural collaboration and evaluation skills. (3) Institutions involved in intercultural collaborative projects should have an intentional structure for ensuring that orientation curricula are aligned or adjusted to project objectives and that logistical arrangements are coordinated through an intercultural response mechanism.
Engaging a Developmentally Disabled Community through Arts-Based Service-Learning
Author: Alexander, Amanda
Date: 2015-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Community Programs,Preservice Teachers,Art Teachers,Art Education,Consciousness Raising,Pretests Posttests,Questionnaires,Reflection,Student Attitudes,Observation,Attitude Change,Anxiety,Leadership,Interpersonal Competence,Social Justice,Adults,Community Centers

This study examined whether teaching in a community arts organization that provides services for people with developmental disabilities enabled preservice art teachers to better understand diverse contexts of art programs and the benefits of teaching the arts to others. Through this activity, the author also examined whether preservice art teachers became more civic-minded individuals. Preservice art teachers applied course concepts in a community setting by teaching art lessons to people with disabilities. Pretest and posttest questionnaires, students' reflections, and observation were used to study changes in preservice art teachers' perceptions by considering variables and indicators from a model proposed by Amy Driscoll et al. (1998) to assess students involved in service-learning. Preservice art teachers showed a reduction in anxiety around this community, leadership development, strong relationship building, and a change in perceptions about community engagement and outreach. However, results revealed shortcomings in realizing concern for social justice implicit in the goals of this study.
Serving a &quot;City Invincible&quot; with Access and Engagement
Author: Haddon, Phoebe A.
Date: 2015-00-00
Type: Journal Articles
Subjects: College School Cooperation,Public Schools,Charter Schools,State Universities,Partnerships in Education,Academic Achievement,Access to Education,Higher Education,Elementary Secondary Education,Outreach Programs

This article describes a collaboration between Rutgers-Camden University, the Camden City Public Schools, Mastery Charter Schools, and the Camden Community Charter School that seeks to increase student achievement by providing an integrated system of partnerships that promote academic success, support positive social and emotional development, and engage families and community members in an effort to strengthen the North Camden neighborhood. In addition to elementary and middle school initiatives, Rutgers-Camden has developed more intentional educational pathway opportunities to increase the number of underrepresented students in and around the city who apply to, enroll in, and complete postsecondary education, including Rutgers Future Scholars and The Hill Family Center for College Access. The collective results of these initiatives, including early indicators of student academic growth evidenced in programs like Ignite and the number of Camden students who have successfully transitioned into college, give hope that civic engagement efforts like these can create a pathway out of poverty and educational inequity and a more positive outcome for Camden youth.
Black Male Students and the Algebra Project: Mathematics Identity as Participation
Author: Grant, Melva R.
Date: 2015-12-00
Type: Journal Articles
Subjects: High School Freshmen,African American Students,Males,Secondary School Mathematics,Algebra,Cohort Analysis,Video Technology,Mathematics Instruction,Small Group Instruction,Problem Solving,Coding,Self Esteem,Learner Engagement,Accountability,Personal Autonomy

In this article, the authors examine the mathematics identity development of six Black male students over the course of a 4-year The Algebra Project Cohort Model (APCM) initiative. Mathematics identity here is defined as participation through interactions and positioning of self and others. Data collection included nearly 450 minutes of video recordings of small-group, mathematics problem solving in which student actions, coded as acts of participation, were tallied. These tallied actions were conceptualized descriptively in terms of mathematics identity using the lenses of agency, accountability, and work practices. The analyses suggest that the APCM students' confidence in self and peers increased over the 4 years, they consistently chose to engage in mathematics, and their reliance on knowledgeable others lessened. Opportunities for future research and implications for policy makers and other stakeholders are discussed.
The Changes in Experienced Teachers' Understanding towards Classroom Management
Author: Ersozlu, Alpay
Date: 2016-00-00
Type: Journal Articles
Subjects: Experienced Teachers,Classroom Techniques,Semi Structured Interviews,Discipline,Power Structure,Preservice Teacher Education,Teacher Attitudes,Foreign Countries,Coding,Student Behavior,Teaching Methods,Technology Uses in Education,Communication Skills,Qualitative Research

The aim of this study is to examine the views of experienced teachers related to the changes in their understanding of classroom management in general terms until today. In this study according to the information given by teachers, it is expected to contribute to the discussions about the development of classroom management, which is a key to student success. 23 teachers who have experience of 25 or more years in teaching profession voluntarily participated in this study in which qualitative research method was adopted. Data were collected through semi-structured interview form. Interview records were documented in data analysis. The obtained documents were analyzed and evaluated with content analysis method. According to the findings of the study, with teachers' acting as guides due to the changes in the student behavior and education program, it is revealed that the teacher's dominance decreases in the classroom and teachers have more difficulty in maintaining discipline in the classroom. In line with the research results, it is suggested that pre-service teachers needs to have teaching practice course which is taught by experienced and successful mentors for a long time to become teachers with better classroom management skills.
Retooling Assessment Procedures for Skill-Based Health Education for Young People in Nigeria: Implications for 21st Century Educational Assessment
Author: Anyanwu, Francisca Chika
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Skill Development,Health Education,Social Influences,Comprehensive School Health Education,Evaluation Methods,Student Evaluation,Knowledge Level,Health Behavior,Attitude Measures,Behavior Change,Thinking Skills

Skill-based Health Education is an approach to Health Education that is effective, interactive, engaging and meaningful. It focuses on skills and functional knowledge of health issues within a society. The importance of Health Education cannot be overemphasized as it plays significant role in preventing disease, prolonging life and protecting health. The extent to which the objectives of school Health Education can be realized is closely tied to assessment procedures that will be effective in assessing the skills taught. This is because a critical role assessment plays is to serve as a tool to support instructional processes. In a century characterized by explosion of knowledge as well as emerging challenges, skill-based Health Education has evolved as a responsive tool to surmounting the myriads of health challenges in this century. There is therefore an overwhelming need for a paradigm shift in the assessment procedures of school Health Education to critically evaluate the ability of learners to apply the skills in addressing contemporary societal health challenges. This paper attempts to propose appropriate assessment procedures for skill-based Health Education in Nigerian schools.
From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction
Author: Myers, Marrielle
Date: 2015-12-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Common Core State Standards,Equal Education,Learning Processes,Access to Education,Academic Achievement,Identification (Psychology),Power Structure

Over the last half century, mathematics education has seen numerous reform initiatives and standards. About every ten years, a new wave of documents offers recommendations on how to best teach mathematics. The Common Core State Standards for Mathematics (CCSSM; National Governors Association Center for Best Practices &amp; Council of Chief State School Officers, 2010) builds on the concept of learning trajectories (LT) (Daro, Mosher, &amp; Corcoran, 2011) and outlines the mathematics content and practices to be addressed at particular grade levels. With the widespread adoption of these standards, mathematics teacher educators have worked to share ideas about trajectories with teachers. Because research on learning largely developed separately from research on teaching, the authors' work used LTs to link these two bodies of research. They theorized the concept of Learning Trajectories Based Instruction (LTBI) as a model of teaching where instructional decisions are grounded in research on student learning in the form of trajectories and they interpreted several highly developed domains of research on mathematics teaching in relation to these trajectories (Sztajn, Confrey, Wilson, &amp; Edgington, 2012). Since that time, the authors have worked to share this model with teachers in professional development settings, and their research has empirically examined and elaborated the affordances of LTBI. In this commentary, they critically analyze the LTBI model using Gutiérrez's (2007) dimensions of equity as a comprehensive framework for equity in mathematics education. Through this theoretical examination, they make explicit the assumptions inherent in the initial model and identify opportunities for LTBI to enhance equitable mathematics instruction. First, they briefly introduce current research on LTs and highlight principles of LTs that they contend are aligned with equitable instruction. Next, they present Gutiérrez's framework and a rationale for its selection as a tool for their theoretical analysis, briefly describing each of its dimensions. They detail their analysis of LTBI and conjecture what equity-oriented uses of the model might look like in instruction. The authors conclude with an invitation to the mathematics teacher education community to discuss the potentials and challenges of using LTs to support equitable mathematics instruction.
The Perceptions of Temporal Path Analysis of Learners' Self-Regulation on Learning Stress and Social Relationships in Junior High School
Author: Chang, Hsiu-Ju
Date: 2016-00-00
Type: Journal Articles
Subjects: Path Analysis,Self Control,Stress Variables,Correlation,Personal Autonomy,Anxiety,Social Support Groups,Cognitive Processes,Test Anxiety,Peer Relationship,Social Cognition,Coping,Junior High School Students,Student Attitudes,Statistical Analysis

This research focus on the temporal path analysis of learning stress, test anxiety, peer stress (classmate relatedness), teacher relatedness, autonomy, and self-regulative performance in junior high school. Owing to the processes of self-determination always combines several negotiations with the interactive perceptions of personal experiences and social cognition network. However, the inexperience or experience of appraisal and coping processes of stress and anxiety usually frustrate individual's willingness, ambition, and self-regulation to learn more and go further. Two hundred fifty-five students (75 in Grade 7; 106 in Grade 8; 44 in Grade 9) in 7th ~9th grade participated in this path analyses study. The results revealed the possible relationships among the autonomy, stress, anxiety, social relatedness, and self-regulation performance in self-reported cognitive activations. Path analyses showed that the self-regulation was effected by social care, social supports, and learning stress.
Pre-Service Science Teachers' Views on Laboratory Applications in Science Education: The Effect of a Two-Semester Course
Author: Harman, Gonca
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Teacher Attitudes,Science Laboratories,Laboratory Procedures,Pretests Posttests,Qualitative Research,Content Analysis,Learning Processes,Rote Learning,Teaching Methods,Visualization,Experiential Learning,Observation,Foreign Countries,Elementary School Science,Science Education,Scientific Attitudes,Science Process Skills

The aim of this study was to examine pre-service science teachers' views about laboratory applications in science education and how their views changed through laboratory applications that were carried out for two semesters. 63 (52 females, 11 males) pre-service teachers participated in the study. The study was carried out by using pre-test and post-test design. Data was collected on the differences between the views of pre-service science teachers before and after laboratory courses. For data collection, teachers were given forms including 3 open-ended questions. Data analysis was carried out through qualitative content analysis. The results showed that pre-service teachers defined laboratory as &quot;a place of application&quot;, and after laboratory applications, they could give more comprehensive definitions about laboratory. The most popular answers pertaining to the aim of laboratory applications included effective learning, permanent learning, ending rote learning, and better understanding, faster learning and learning with fun. Along with the quality of learning, participants attached importance to the methods and techniques to be utilized in lab setting to reach that desired quality. Their focus was predominantly on visualizing, experimental learning, materializing of the theoretical information through application and observation. Study showed that they mostly attributed the importance of laboratories to the quality of learning and methods were expressed as visualizing, materializing and application, observation and experiment for the quality of learning.
Assessment for Learning: Turkey Case
Author: San, Ismail
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Student Motivation,Learning Motivation,Testing,Influences,Evaluation Methods,Scores,High Schools

Why do we test students? To label them or teach them better? Labeling students is one of the most common errors of educators. If we don't want to fall into that error, then we should use those scores more useful. Marking pupils and focusing on the next examination is not the right approach for humanitarian systems. Then, what should we do? Constructivist approach claims that all activities should focus on learning. Thus, assessing students can be seen as opportunity to enhance learning. Using assessment for learning enhances students' motivation and academic success, decreases the anxiety for examinations. Especially, the countries, that use central examinations to promote students to higher education steps, should see assessment activities for a learning opportunity.