ethanporcaro/eric-fulltext-meta huggingface dataset:
Helping Children with Attentional Challenges in the Montessori Classroom: Introduction
Author: Nehring Massie, Catherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Attention Control,Children,Montessori Method,Attention Deficit Hyperactivity Disorder,Learner Engagement,Interpersonal Competence,Severity (of Disability),Medicine

Catherine Nehring Massie provides important contextual information in considering children with attentional challenges. She discusses the prevalence of attentional challenges in today's culture and the contributing factors. She gives a general overview of the spectrum of attentional challenges and some of the indicators in children. Her history of Montessori and work with children facing attentional challenges provides a clearer understanding to the individual details and definitions as it builds upon years of work and observation. Critical to her article and those that follow is the link she draws between concentration (attention) and human development: &quot;Attention lays the foundation for concentrated work--normalization of the child's personality.&quot; By partnering Montessori with medical knowledge, fostering focus and attentional development can be better achieved. [This talk was presented at the NAMTA conference titled &quot;Finding the Hook: Montessori Strategies to Support Concentration,&quot; October 6-9, 2016, in Columbia, MD.]
Helping Children with Attentional Challenges in a Montessori Classroom: The Role of the Occupational Therapist
Author: Luborsky, Barbara
Date: 2017-00-00
Type: Journal Articles
Subjects: Attention,Montessori Method,Occupational Therapy,Allied Health Personnel,Attention Deficit Hyperactivity Disorder,Comorbidity,Clinical Diagnosis,Learning Disabilities,Behavior Problems,Anxiety Disorders,Depression (Psychology),Speech Impairments,Autism,Pervasive Developmental Disorders,Sensory Integration,Communicable Diseases,Civil Rights Legislation,Disabilities,Federal Legislation,Interdisciplinary Approach,Drug Therapy,Intervention,Special Needs Students,Motor Development,Learning Activities,Evidence Based Practice,Self Control,Relaxation Training

Barbabra Luborsky links the medical field and Montessori pedagogy to address atypical attention in children through the lens of the occupational therapist. She provides an overview of attention and sensory processing disorders and then informs about particular diagnoses, particularly ADHD and its comorbidity with other diagnoses. Her specific advice as to the role of a practitioner when faced with a struggling child is helpful to the individual teacher and to the entire school community, as addressing these challenges requires collaboration on the part of a number of adults. The second half of her article focuses on specific occupational therapy strategies to support children in a Montessori classroom and offers easily incorporated supplements and adaptations to the environment along with practical tools that can be used in any classroom by any practitioner. A bibliography is included. [This talk was presented at the NAMTA conference titled &quot;Finding the Hook: Montessori Strategies to Support Concentration,&quot; October 6-9, 2016, in Columbia, MD.]
Helping Children with Attentional Challenges in a Montessori Classroom: The Role of the Physician
Author: Murphy-Ryan, Maureen
Date: 2017-00-00
Type: Journal Articles
Subjects: Attention Control,Montessori Method,Physicians,Medicine,Attention Deficit Hyperactivity Disorder,Clinical Diagnosis,Evaluation Criteria,Intervention,Incidence,Genetics,Epidemiology,Gender Differences,Etiology,Brain,Neurological Impairments,Comorbidity,Behavior Modification,Drug Therapy,Questionnaires

Maureen Murphy-Ryan offers a clinical look at attention deficit hyperactivity disorder (ADHD). Her thorough definition of ADHD and the diagnoses that may occur simultaneously offer teachers an awareness of what this could look like in a classroom. However, it is only with professional medical input that a true diagnosis can be made and appropriate interventions can be put in place. Behavioral interventions are outlined, as well as the extremely sensitive issue of medication. By partnering these support systems with the Montessori environment and creating a conversation that includes the needs of the child and family, there is a greater chance to successfully help children find their focus. [This talk was presented at the NAMTA conference titled &quot;Finding the Hook: Montessori Strategies to Support Concentration,&quot; October 6-9, 2016, in Columbia, MD.]
The Concept and Context of the Engaged University in the Global South: Lessons from Latin America to Guide a Research Agenda
Author: Appe, Susan
Date: 2017-00-00
Type: Journal Articles
Subjects: Universities,Institutional Mission,Social Justice,Social Responsibility,Case Studies,Educational History,Models,Educational Practices,Commercialization,Foreign Countries,Service Learning,School Community Relationship,Poverty,Partnerships in Education,Economic Factors,Outreach Programs,Networks,Catholics,Church Related Colleges,Higher Education,Institutional Characteristics

Engagement is widely recognized by higher education institutions, nation-states, and international organizations as the third pillar in the mission of university education. Despite the global reach of this concept, published research is disproportionately based on examples from the United States. This article brings to light the rich and extensive literature on university engagement from Latin America that is largely accessible only in Spanish. Among advocates for engaged universities differences exist in terms of the rationales that justify it and the means used to accomplish it. The authors identify the historical roots and current applications of three models of university engagement-- market-oriented, social justice, and university social responsibility--and use case studies from Latin America to explore more deeply the potential of the third model. This is then used as the basis for developing a research agenda that would inform practices in both the Global North and Global South.
University-Community Partnership Models: Employing Organizational Management Theories of Paradox and Strategic Contradiction
Author: Bowers, Amanda M.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Community Relationship,Partnerships in Education,Guidelines,History,Educational Practices,Models,Scholarship,Organizational Theories,Change Strategies,Conflict,Universities,Administrative Organization

University-Community (U-C) partnerships have the potential to respond to society's most pressing needs through engaged scholarship. Despite this promise, partnerships face paradoxical tensions and inherent contradictions that are often not fully addressed in U-C partnership models or frameworks, or in practice. This article seeks to explore the root causes of tensions from a historical and structural perspective, reexamining traditional models of U-C partnership collaborations. Organizational ideas of paradox and strategic contradiction are then presented as a new lens through which to see and influence collaborative work. A framework for modifying current U-C partnership models is introduced, along with a discussion of limitations and implications for research and practice.
A Prestudy Curricula-as-Research Model for Scholarship of Engagement: Combining Continuous Service with Discontinuous Learning
Author: Steiner, Sherrie
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Models,Service Learning,Sustainability,School Community Relationship,Scholarship,Ethnography,Institutional Cooperation,Course Content,Curriculum Development,School Community Programs,Partnerships in Education

Restructuring changes in higher education may be affecting how faculty conduct the scholarship of engagement. As faculty increasingly face uncertain futures, the limits of service-learning need to be better understood in order to maximize the pedagogical possibilities. One way of exploring limitations is to focus on sustainable faculty-community collaborative relationships since sustainability recognizes both constraint and possibility. This article presents a Curricula-as-Research Model as a risk-reduction strategy for faculty involved in Scholarship of Engagement. According to the model, the sustainability of research collaborations can be strengthened if a multicourse collaborative project is integrated into course sequencing. The model is developed with an autoethnographic prestudy of a service-learning collaboration between Indiana University, Purdue University Fort Wayne and Blackford County Concerned Citizens in Indiana (Fall 2014-Spring 2016). Prestudy findings indicate that curricular content may be a factor influencing the evolution, and community impact, of collaborative relationships between the university and the community.
Undergraduate Learning through Engaged Scholarship and University-Community Partnerships
Author: Tarantino, Kristen L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Undergraduate Study,Scholarship,School Community Relationship,Partnerships in Education,Community Involvement,Service Learning,Qualitative Research,Case Studies,Foreign Countries,Interviews,Critical Thinking,Thinking Skills,Academic Achievement,Participatory Research,Phenomenology

The impact of university-community partnerships and involvement in engaged scholarship on student learning was examined through in-depth interviews with undergraduate members of a student-led, community-based research organization at a selective mid-Atlantic university. Students reported benefits of participation that included increasing critical thinking skills, changing perspectives, and practicing facilitation and decision-making skills. Students also reported experiences of enhancing learning by developing a deeper understanding and ownership of the project. Findings suggest the need for a deeper look at how students are interacting with communities and how that interaction can lead to enhanced learning outcomes.
Faculty Development for Advancing Community Engagement in Higher Education: Current Trends and Future Directions
Author: Welch, Marshall
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Trends,Community Involvement,Service Learning,Higher Education,College Faculty,Periodicals,Surveys,Trend Analysis,Futures (of Society),Qualitative Research,Databases,Program Descriptions,Educational Research,Coding,Institutional Characteristics,Classification,Graduate Students,Undergraduate Students,Journal Articles,Literature Reviews,Search Strategies

This research involved the conduct of a conceptual review of 28 refereed journal articles and a survey of campus centers for community engagement staff to identify salient features and trends of existing faculty development programming designed to advance service-learning and community engagement in higher education. Results of this investigation are presented and discussed. The article begins with an overview of theoretical frameworks and competency-based approaches for faculty development. The narrative concludes with additional questions and suggestions for future research and practice.
Evolution of a Social Media-Driven Campus-Community Partnership: Collaborative Learning at the Knowledge Café
Author: Baim, Susan A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Cooperative Learning,Computer Mediated Communication,Partnerships in Education,School Community Relationship,Best Practices,Business,Web Sites,Campuses,Futures (of Society),Budgets,Advertising,Decision Making,College Faculty,Universities

This article describes an early-stage collaborative partnership between a local community foundation and a regional campus of a major university to increase dialogue on the strategic importance and practical execution of advanced social media best practices for small- to medium-sized businesses. Started through a grant won by the author, an interactive program was established as The Knowledge Café. This program includes a series of participative lectures and discussions on advanced social media applications, guest speakers addressing relevant topics, and a community-driven wiki where participants can share their expertise. The origination of the partnership and the evolutionary pathway traveled to date are described, along with data and key learnings generated during the first 2 years of operation. Possibilities for future changes in structure and activities to expand the offerings of The Knowledge Café provide an indication of how the campus--community partnership should continue to grow with time.
Evaluating Reactions to Community Bridge Initiative Pilot Classes
Author: Koldewyn, Julie
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Program Effectiveness,Sustainability,Student Attitudes,Comparative Analysis,Conventional Instruction,College Students,Natural Resources,Sociology,Student Surveys,Mixed Methods Research,Likert Scales

Does participating in an integrated service-learning project aimed at improving local sustainability issues result in significant professional real-world application for students? This study aimed to answer that question by evaluating student reactions to pilot classes featuring a sustainability-based service-learning program, Community Bridge Initiative (CBI), in comparison to traditional university courses. A survey (response rate = 86%) was administered to students enrolled in four different CBI pilot classes (n = 109) within two different disciplines, natural resources and sociology. Results revealed that of all students responding, 92% reported a positive impact from the CBI class, 88% would take a CBI course again, and 73% felt that the CBI course was more effective in communicating course content in comparison to traditional Utah State University courses. This article reveals additional student perspectives and potential benefits from implementing the CBI program in a university setting.
Digital Literacy Learning in Higher Education through Digital Storytelling Approach
Author: Chan, Banny S. K.
Date: 2017-06-00
Type: Journal Articles
Subjects: Story Telling,Technological Literacy,Prior Learning,Class Activities,Student Motivation,Interviews,Student Attitudes,Teaching Methods,Multimedia Instruction,Higher Education,Learner Engagement,Skill Development,Video Technology,Films,College Students,Case Studies,Qualitative Research,Business Administration Education,Journalism Education,Community Colleges,Foreign Countries

It is necessary to develop digital literacy skills with which students can communicate and express their ideas effectively using digital media. The educational sectors around the world are beginning to incorporate digital literacy into the curriculum. Digital storytelling, one of the possible classroom activities, is an approach which may help engage and motivate students to learn digital literacy skills. To investigate this approach, the present small-scale study employs the methods including interviewing and analysing the artefacts of three students selected from a purposive sample on a multimedia course. The findings indicate that the three students have improved in terms of three aspects of digital literacy skills, namely, digital competence, digital usage and digital transformation regardless of their prior knowledge and levels of digital literacy.
Linking Early Childhood Education with Indigenous Education Using Gamification: The Case of Maintaining Cultural Value and Identity
Author: Ukala, Catherine Chinyere
Date: 2017-06-00
Type: Journal Articles
Subjects: Early Childhood Education,Indigenous Populations,Educational Games,Teaching Methods,Cultural Maintenance,Foreign Countries,Preschool Curriculum,Surveys,Questionnaires,Culturally Relevant Education,Preschool Teachers

Cultural values and identities remain the bench mark for national identity, cohesion, patriotism and harmonious coexistence in any society. The introduction of western education into West Africa created a weak bridge between the indigenous education and the western education which needs to be properly linked using curriculum harmonisation. This paper examines how far the curriculum of early childhood education in Nigeria link with indigenous education which is the child first point of learning. Four research questions guided the study. The study adopted a descriptive survey design with a population of 655 public primary schools that house early childhood centers spread across the 23 local government areas of Rivers State. A sample size of 164 head teachers in early childhood centers was drawn using stratified random sampling technique representing 25% of the population. Questionnaire which was validated was used as the instrument and the reliability yielded an index of 0.81. Mean and rank order scores were used to answer the research questions. The findings revealed among others, that methodologies that used gamification can be linked with early childhood education and indigenous education. These include storytelling, riddles, animal clowning, demonstration, stone counting, and local farm tools by the teachers. This implies that the teachers are aware of the ways gamification can be used to link early childhood education with indigenous education but do not use most of these methods probably it is not highlighted in their scheme of work. Based on the findings, the researchers recommended that the western curriculum should be developed base on an indigenous knowledge of early childhood in teacher training institution curriculum for early childhood education.
A Case Study of the Integration of Information and Communication Technology in a Northern Ontario First Nation Community High School: Challenges and Benefits
Author: Laronde, Gerald
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Technology Integration,Information Technology,Canada Natives,High Schools,High School Students,Technology Uses in Education,Online Surveys,Access to Information,Internet,Social Media,Barriers,Laptop Computers,Professional Development,Qualitative Research,Statistical Analysis

A case study approach was used in examining Information and Communication Technology (ICT) use within a small First Nation high school in Northern Ontario. Quantitative and qualitative data was gathered from students, teacher, and the administrator, who participated in an online survey, followed by interviews on their use of ICT in education. How ICT was used in the classroom was examined as well as identifying the challenges and benefits. The students' benefits included easier access to research through the Internet, facilitated organization through the use of Google drive, and the use of social media. Challenges were similar to those found in in mainstream schools with concerns of technical problems, off task behavior, and improper referencing. The teacher and administrator identified barriers preventing the increased use of ICT, including the lack of professional development, resources, and Indigenous language software. The administrator recognized there was a wide skill set range among teachers in the adoption of ICT integration into their teaching. Recommendations include more professional development in ICT for teachers, additional resources for ICT, and more development of Aboriginal language software.
Intercultural Sensitivity, Gender, and Nationality of Third Culture Kids Attending an International High School
Author: Morales, Antonio
Date: 2017-06-00
Type: Journal Articles
Subjects: Cultural Awareness,Gender Differences,Cultural Pluralism,Behavior Modification,Individualism,Collectivism,High School Students,International Schools,Statistical Analysis,Geographic Location,Females,Males,Foreign Countries,Student Attitudes,Student Behavior

Due to the globalization and interconnectedness of people from different cultures, intercultural competence is a prerequisite to communicating effectively across different cultures. The Intercultural Sensitivity Inventory (ICSI) measures a person's ability to modify behavior in culturally appropriate ways when coming into contact with diverse cultures. The ICSI is a measurement based on the concepts of individualism and collectivism. The majority of research on intercultural competence and intercultural sensitivity (ICS) has primarily focused on adult populations in business, international education exchange programs, and adult third culture kids (ATCKs). However, such research involving high school students attending an international school outside of the United States is scant.The purpose of this quantitative study was to examine the differences in intercultural sensitivity (ICS) among Third Culture Kids (TCKs). Specifically, this study assessed the differences in ICS among the independent variables of gender and participant's passport country. Additionally, the study examined the difference in ICS between Korean females and non-Korean females. The ICSI was used to measure the participants' ICS. The sample consists of 139 international high school students. The independent samples t-test revealed no statistically significant in ICS among males and females, as well as Korean females and non-Korean females. However, the results revealed a statistically significant difference between Korean and non-Korean students. Korean students scored lowered on the ICSI than their counterparts.
Enhancing Cross Cultural Communication in the Marketing Classroom: A Case Approach
Author: Budden, Michael C.
Date: 2017-06-00
Type: Journal Articles
Subjects: Intercultural Communication,Marketing,Teaching Methods,Interviews,Cultural Awareness,Foreign Countries,Retailing,Purchasing,Management Development,Universities,Undergraduate Students,Elementary School Teachers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Teacher Attitudes,Questionnaires

The importance of effective communication skills in the workplace is widely documented and recognized as a success factor in many fields of endeavor. As the workplace becomes more diverse and more global in nature, the ability to communicate across cultures is gaining in importance. A class exercise in which Panamanian educators and US students cross-interviewed each other is discussed with regard to its perceived impact on the communication process and on its ability to enlighten students on shopping behaviors of persons from another culture.