ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing the STEM Ecosystem through Teacher-Researcher Partnerships
Author: Tapprich, William
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,College Faculty,Science Teachers,Elementary Secondary Education,College School Cooperation,Partnerships in Education,Research Projects,Scientific Research,Educational Research,Program Effectiveness,Program Implementation,Focus Groups,Statistical Analysis,Maximum Likelihood Statistics

STEM faculty at the University of Nebraska at Omaha (UNO) have partnered with teachers and administrators in the Omaha Public Schools (OPS) to implement a Teacher-Researcher Partnership Program. This program establishes resources and infrastructure that engage K-12 science teachers in scientific research experiences. In the first implementation of this program, eleven UNO faculty mentors, drawn from several STEM disciplines, were matched with eleven OPS teachers to conduct genuine research projects in support of their teaching.
A Novel Approach to Define Performance Metrics for Students' and Teachers' Evaluation
Author: Biswas, Pradipta
Date: 2007-00-00
Type: Journal Articles
Subjects: Student Evaluation,Teacher Evaluation,Performance Based Assessment,Evaluation,Evaluation Methods,Engineering Education,Higher Education,Databases,Difficulty Level,Scores,Case Studies,Computation

Evaluation is an unavoidable feature in any teaching or learning scenario. The evaluation strategy of students differs widely throughout the world. Further, most of the institutes do not use any objective technique to assess the teaching performance of a teacher. The present paper defines performance metrics both for student and teacher evaluation and also discusses the methodology for calculating relevant metrics. In a decision-making scenario, these metrics may help in providing enough insight into the assimilation capability of students and teaching capability of teachers. Once measured properly for an adequate length of time, these metrics can also be customised to provide other useful information like utility of a course modification, institutional performance etc. The system has been tested for analysing four courses in a premier engineering institute and the outcome found to be encouraging.
From Positive Youth Development to Youth's Engagement: The Dream Teens
Author: Gaspar de Matos, Margarida
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Participation,Youth Programs,Social Behavior,Quality of Life,Health,Well Being,Resilience (Psychology),Interpersonal Competence,Self Control,Social Support Groups,Adolescents,Intervention,Learner Engagement,Surveys

In addition to the empirical validation of &quot;health and happiness&quot; determinants, theoretical models suggesting where to ground actions are necessary. In the beginning of the twentieth century, intervention models focused on evaluation and empirical validation were only concerned about overt behaviours (verbal and non-verbal) and covert behaviours (cognitions and emotions). Later on in the middle of the century, there was a shift from treating the problems to a positive approach, focused on promoting assets and individual strengths. Thus, the role of social competences, self-regulation and resilience became salient. Researchers also highlighted the importance of social cohesion and social support, as active health and wellbeing facilitators. More recently, in the twenty-first century, the population's engagement (positive engagement) has become crucial. This paper presents the evolution of this theoretical and scientific path, using Portugal as a case study, where early interventions focused on the positive aspects of both covert and overt behaviours, while more recent interventions included explicitly the perspective of youth engagement and participation, as is the case of the Dream Teens Project. It is expected that the political and professional understanding of this trajectory will allow professionals to provide better health and educational services, improving young people's engagement, quality of life, health and wellbeing.
Putting Impact First: Community-University Partnerships to Advance Authentic Neighborhood Sustainability
Author: Holliday, Michelle L.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Community Relationship,College Role,Neighborhoods,Sustainability,Partnerships in Education,Conservation (Environment),Low Income Groups,Minority Groups,Quality of Life,Urban Planning,Higher Education,Curriculum

This article profiles a partnership between the Living Cully ecodistrict and Portland State University's Sustainable Neighborhoods Initiative. The case studies presented in this article explore how Living Cully leveraged PSU assets to advance their goals, highlighting successes and lessons learned. This article also addresses how the partnership was formed, what makes the partnership innovative, the role of interdisciplinary/intercommunity organizational strategies, and how the community partner commits to urban sustainability and social justice.
Effects of Clown Doctors on Child and Caregiver Anxiety at the Entrance to the Surgery Care Unit and Separation from Caregivers
Author: Arriaga, Patrícia
Date: 2016-04-00
Type: Journal Articles
Subjects: Children,Child Caregivers,Anxiety,Surgery,Caregiver Child Relationship,Intervention,Child Health,Program Effectiveness,Pediatrics,Correlation,Multiple Regression Analysis

This study investigated the effects of hospital Clown Doctors intervention on child and caregiver preoperative anxiety at the entrance to the surgery care unit and separation from caregivers. A total of 88 children (aged 4-12 years) were assigned to one of the following two groups: Clown Doctors intervention or control group (standard care). Independent observational records using the modified Yale Preoperative Anxiety Scale instrument assessed children's anxiety, while the State-Trait Anxiety Inventory measured caregiver's state anxiety. In addition, caregivers assessed the children's functional health problems by completing the Functional Status Questionnaire. Although no effects of Clown Doctors were found on children's anxiety, results showed that both low functional health problems and Clown Doctors intervention were significant predictors of lower caregiver anxiety. Caregivers also reported being very satisfied with their intervention. Overall, this study demonstrated the positive role of Clown Doctors for caregivers at a specific pediatric hospital setting.
&quot;Contagious Co-Motion&quot;: Student Voices on Being Change Agents
Author: Reitenauer, Vicki L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Change Agents,College Students,Service Learning,College Curriculum,Social Change,State Universities,Middle Schools,Russian,Homeless People,Tribes,Rape,Student Organizations,Student Leadership,Student Experience

Designed in response to students' requests for a capstone where they could form their own individual partnerships in the communities of their choosing, Effective Change Agent offers a structure for community-based learning that allows for high levels of student choice-making and agency. In this article, the authors describe the course; connect it to literature on grassroots change-making, integrative learning, and service-learning; and, through the inclusion of student authors, allow the sharing of insights in the students' own voices.
Perceived Emotional Intelligence as a Predictor of Depressive Symptoms after a One Year Follow-Up during Adolescence
Author: Gomez-Baya, Diego
Date: 2016-04-00
Type: Journal Articles
Subjects: Emotional Intelligence,Predictor Variables,Depression (Psychology),Symptoms (Individual Disorders),Adolescents,Gender Differences,Longitudinal Studies,Foreign Countries,Secondary School Students,Correlation,Models,Statistical Analysis

Research to date has identified various risk factors in the emergence of depressive disorders in adolescence. There are very few studies, however, which have analyzed the role of perceived emotional intelligence in depressive symptoms longitudinally during adolescence. This work aimed to analyze longitudinal relationships between perceived emotional intelligence and depressive symptoms in adolescence, developing an explanatory model of depression following a one-year follow-up. A longitudinal study was carried out with two waves separated by one year, with a sample of 714 Spanish adolescents. The instruments consisted of self-report measures of depressive symptoms and perceived emotional intelligence. Results underlined gender differences in depressive symptoms and emotional intelligence, and indicated that greater emotional intelligence was associated with a lower presence of depressive symptoms after a one-year follow-up. A multiple partial mediation model was developed to explain longitudinally depressive symptoms based on perceived emotional intelligence skills and depressive symptoms. These contributions underscore the need to design programs to prevent depression in adolescence through the promotion of emotional intelligence.
Reflection Promotes Transformation in a Service Learning Course
Author: Stover, Caitlin M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Nursing Education,Masters Programs,Graduate Students,Nursing Students,Transformative Learning,Assignments,Reflection,Public Health,Social Justice

The purpose of this paper is to outline the delivery of a Master's level, Community/Public Health Nursing service learning course that spanned a two semester academic year. The instructor of record created a reflection binder with selected assignments to facilitate the transformative learning process that occurred during the course. Analyses of the reflection assignments demonstrated that isolated incidences of transformative learning occurred. One exemplar of the transformative learning process is presented.
Cultivating Community: Faculty Support for Teaching and Learning
Author: Fitzmaurice, Celine
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Trust (Psychology),Mentors,Peer Relationship,Reflection,Collegiality,College Curriculum,Course Evaluation,Peer Evaluation

Emerging approaches to faculty support are moving away from a &quot;fixing&quot; model to a &quot;relational&quot; model. In this article, the author describes a program of faculty support that places trust and community-building at the center of its efforts. The result is a program in which faculty members engage in a peer-to-peer approach to mentoring, professional exchange, assessment, and reflection.
Preschoolers' Free Play--Connections with Emotional and Social Functioning
Author: Veiga, Guida
Date: 2016-04-00
Type: Journal Articles
Subjects: Preschool Children,Play,Interpersonal Competence,Emotional Intelligence,Theory of Mind,Parents,Empathy,Behavior Problems,Statistical Analysis,Child Development,Foreign Countries

Play has an important role in various aspects of children's development. However, time for free play has declined substantially over the last decades. To date, few studies have focused on the relationship between opportunities for free play and children's social functioning. The aims of this study are to examine whether children´s free play is related to their social functioning and whether this relationship is mediated by children´s emotional functioning. Seventy-eight children (age, 55-77 months) were tested on their theory of mind and emotion understanding. Parents reported on their children's time for free play, empathic abilities, social competence and externalizing behaviors. The main findings showed that free play and children's theory of mind are negatively related to externalizing behaviors. Empathy was strongly related to children's social competence, but free play and social competence were not associated. Less time for free play is related to more disruptive behaviors in preschool children, however certain emotional functioning skills influence these behaviors independently of the time children have for free play. These outcomes suggest that free play might help to prevent the development of disruptive behaviors, but future studies should further examine the causality of this relationship.
Enacting True Partnerships within Community-Based Learning: Faculty and Community Partners Reflect on the Challenges of Engagement
Author: Kerrigan, Seanna M.
Date: 2015-00-00
Type: Journal Articles
Subjects: College School Cooperation,College Faculty,Interviews,Partnerships in Education,Service Learning,College Curriculum,State Universities

In the past two decades, the literature on campus-community partnerships as core components of pedagogies of engagement has grown exponentially. In this article, the director and a longtime faculty member of Portland State University's capstone program report on interviews conducted with ten faculty-community partner pairs, gleaning insights on both the challenges of and lessons learned through partnering. This research adds to the literature through its use of relational methods that bring the voices of interviewees to readers, revealing a depth of connection across the institutional divide.
Emotional Capital Development, Positive Psychology and Mindful Teaching: Which Links?
Author: Gendron, Bénédicte
Date: 2016-04-00
Type: Journal Articles
Subjects: Emotional Development,Human Capital,Mental Health,College Freshmen,Intervention,Well Being,Statistical Analysis,Psychology,Training,Foreign Countries

The start of university life requires a period of adaptation, which can sometimes have an impact on the mental health of students. The latest results from the Observatoire National de la Vie Etudiante (OVE, 2013) show that more that 40% of university students report symptoms of psychological fragility (sleep problems, fatigue, depression, stress or loneliness), which can impact their level of wellbeing and performance. Beyond Savoirs [knowledge], Savoir Faire [knowing what to do], the role of Savoir Être [knowing how to be] referring to a set of emotional competencies, is crucial in sustaining human capital in a broad sense, personal development and health (Gendron 2004). During the Initiatives d'Excellence en Formations Innovantes (IDEFI) Programme, [Initiatives of Excellence in Innovative Training] 132 first year university students of education underwent an intervention (a minimum of six workshops of four hours) aimed at developing their emotional capital. Using two approaches PIA2 (European Management and Project Management Methodology) and ACT Training derived from Acceptance and Commitment Therapy (ACT) the objective was to develop trainees' social and personal emotional competencies such as self-esteem, self-knowledge, empathy and conflict management. Using an interdisciplinary approach drawing on educational theory, theory of human resources and positive psychology, the results show that emotional capital, developed using positive psychology tools, can improve wellbeing and contribute to a holistic personal development.
Teachers' Emotional Intelligence: The Impact of Training
Author: Dolev, Nina
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Teacher Competencies,Mixed Methods Research,Pretests Posttests,Semi Structured Interviews,Inservice Teacher Education,Program Effectiveness,Teacher Workshops,Coaching (Performance),Teacher Behavior,Teacher Effectiveness,Secondary School Teachers,Likert Scales

A growing number of studies have suggested that teachers' personal competencies, and more specifically Emotional Intelligence (EI), are particularly important for teacher effectiveness. Recently, there has also been a growing recognition of the importance of social-emotional competencies to students' learning and academic achievement. However, there has been a neglect of emotions in the field of teaching, and little is known about the impact of training aimed at developing teachers' EI on their EI levels and their practice. The current study investigates the impact of a teacher- centered EI training on teachers' EI in Israel. The study followed a two-year EI training in one school, employing group workshops and personal coaching. The study used a mixed methodology, making use of pre-post EQ-i assessment and semi-structured interviews. The findings illustrate that the training programme was perceived by the participants to have enhanced their EI competencies, as defined by the Bar-On model. Most participants integrated these competencies into their personal, professional and group identities and modified their EI-related behaviours.
Response to the Critique of the Huffman (2014) Article, &quot;Reading Rate Gains during a One-Semester Extensive Reading Course&quot;
Author: Huffman, Jeffrey
Date: 2016-04-00
Type: Journal Articles
Subjects: Reading Rate,Reading Achievement,Achievement Gains,Reader Response,Intensive Language Courses,Evidence

In his critique of the Huffman (2014) article, McLean (2016) undertakes an important reflective exercise that is too often missing in the field of second language acquisition and in the social sciences in general: questioning whether the claims made by researchers are warranted by their results. In this article, Jeffrey Huffman says that McLean makes some valid points, and responds to them here.
Curiosity and Its Role in Cross-Cultural Knowledge Creation
Author: Mikhaylov, Natalie S.
Date: 2016-04-00
Type: Journal Articles
Subjects: Personality Traits,Cultural Awareness,Cultural Pluralism,Grounded Theory,Interviews,Observation,Competence,Comparative Analysis,Skill Development,Models,Foreign Countries,College Students

This paper explores the role of curiosity in promoting cross-cultural knowledge creation and competence development. It is based on a study with four international higher educational institutions, all of which offer management and business education for local and international students. The reality of multicultural and intercultural relationships is researched using constructivist grounded theory method, with data collected through in-depth interviews, long-term observation and participation, and discussion of the social reality as it was experienced by the participants. The study applies the concepts of cultural knowledge development, cross-cultural competence and cultural distance. Based on the comparative analysis, curiosity emerged as a personal condition conducive to the cultural knowledge development process. The paper presents a cross-cultural competence development process model, which takes into account the cultural curiosity of the learners. The paper also provides tentative recommendations for the steps that knowledge-creating multicultural organizations can take to develop cross-cultural exchange, cultural knowledge creation and cross-cultural competence development.
Response to the Critiques of the Sakurai (2015) Article, &quot;The Influence of Translation on Reading Amount, Proficiency, and Speed in Extensive Reading&quot;
Author: Sakurai, Nobuko
Date: 2016-04-00
Type: Journal Articles
Subjects: Reader Response,Translation,Reading Fluency,Reading Rate,Reading Comprehension,College Students,Japanese,English (Second Language),Intensive Language Courses,Foreign Countries

The paper &quot;The influence of translation on reading amount, proficiency, and speed in extensive reading&quot; (Sakurai, 2015) outlined the first six years of the official English education system and policy in Japan. It then discussed the efficacy of extensive reading (ER) followed by a distinction between reading and translation. Previous research indicated that translation inhibited the number of words to be read in ER programs from increasing (Sakurai, 2013). Therefore, this study explored the influence of translation in reading comprehension and reading rate which were considered to be interrelated with the reading amount. The analyses of data retrieved from university students in Japan suggested that refraining from translating English into Japanese during ER would lead to better comprehension of stories and a faster rate of reading as well as an increase in the number of words learners read in ER programs. Here Nobuko Sakurai provides his response to critiques of the 2015 article.
How Can We Prevent and Reduce Bullying amongst University Students?
Author: Myers, Carrie Anne
Date: 2016-04-00
Type: Journal Articles
Subjects: Bullying,College Students,Prevention,Intervention,Student Behavior,Foreign Countries,Incidence,Victims,Computer Mediated Communication,Student Characteristics,Crime,Aggression,Peer Influence,School Counselors,Staff Development,School Policy

While it has long been recognized that bullying occurs at school and in the workplace, recent research confirms that bullying also takes place among university students, including undergraduates, post-graduates and doctoral research students. In the UK, the National Union of Students (NUS) alerted staff and students to the issue in a series of reports but it is not confined to the UK. Authors in the book edited by Cowie and Myers (2016a, 2016b) present cross-national findings on the theme of bullying among university students (Pörhöla et al., 2016). In this article we discuss the urgent need for interventions to prevent and reduce bullying in this context. We also indicate the areas where little or no intervention is taking place, notably in the field of university policy.
Short Research Report: Exploring Resilience Development in a Taiwanese Preschooler's Narrative--An Emerging Theoretical Mode
Author: Lin, Kuan-Ling Olivia
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Resilience (Psychology),Story Telling,Child Development

It is important to foster resilience in early childhood as this quality is, according to this author, &quot;an individual's progressing development to adjust to life difficulties.&quot; This narrative study provides a cultural perspective by investigating a Taiwanese context and shifts the attention to preschoolers' resilience development in both Western and Taiwanese contexts. Storytelling is utilized as a useful medium for cultivating children's resilience, so this research report discusses the development of resilience in Grace, a Taiwanese preschooler, through teachers' storytelling.
To This Day: College Graduates on the Lasting Significance of Relationality and Experiential Learning
Author: Fullerton, Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: College Graduates,Community Education,Service Learning,Experiential Learning,Outcomes of Education,Alumni,Student Attitudes,Learning Experience,Disabilities,Critical Incidents Method,Curriculum,Interviews

In the past twenty years, much research has been conducted into the effects of community-based learning and service-learning on students, but studies into the long-term impacts that persist after graduation have been fewer in number. In this article, the authors share perspectives from Portland State University alumni on the lasting significance of their participation in a community-based learning course that has been operating continuously for more than two decades and the key features of significant learning experiences more generally.
Beyond the University: An Initiative for Continuing Engagement among Alumni
Author: Osborn, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Alumni,Alumni Associations,Sense of Community,School Community Relationship,College Programs,Outreach Programs,Sustainability,Social Networks,Program Design,Program Descriptions,Curriculum,Workshops,Communities of Practice,Seminars

In an effort to leverage students' positive community engagement experiences as they transition to and become alumni, Portland State University (PSU) embarked on a pilot &quot;Continuing Engagement Program.&quot; This article provides a rationale for this effort, an overview of the programmatic elements, lessons learned, and future engagement strategies. The authors situate the Community Engagement Program (CEP) in the current alumni engagement literature, share findings from the PSU program, and hope to inspire additional creative thinking and action to support alumni and other community members' persistent engagement for positive community change.