ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving beyond Journaling to Dialogues in Writing
Author: Hail, Cindy
Date: 2013-00-00
Type: Journal Articles
Subjects: Journal Writing,Grade 4,Elementary School Students,Dialogs (Language),Teacher Student Relationship,Interpersonal Communication,Rural Schools,Quasiexperimental Design,Responses,Peer Relationship,Hypothesis Testing,Content Analysis,Statistical Analysis,Comparative Analysis

The last two decades have produced theoretical-based methodology models emphasizing student-centered and learner-controlled writing experiences. During the 1990s, writing evolved into a function of learning. As more was learned about the writing process, it became evident that writing led to clarifying thinking and served as a forum for revealing students' thought processes and reasoning (Gordon &amp; MacInnis, 1993). However, not all types of writing fit neatly into the writing process. One way of ensuring children's messages are heard and seen is through the use of dialogue journals (Peyton &amp; Seyoum, 1988; Peyton &amp; Staton, 1993; Staton, 1988; Staton &amp; Peyton, 1986). Such exchange of information between writers in a dialogue fashion supports Vygotsky's social development theory that defines the power of the connection of thought and social interaction, supporting the view that social interaction promotes deeper understanding (Garmon, 2001; Gallimore &amp; Tharp, 1990; Gavelek, 1986; Vygotsky, 1987). An essential question that emerges when thinking about implementing dialogue journal writing in the elementary classroom is: do dialogue journals help students become better at writing and who see themselves as writers? The purpose of this study was to determine if there was a significant difference in the quantity and content of written responses in fourth grade students' journals for students who had routinely dialogued with their teacher and those who had routinely dialogued with a peer. By investigating the difference between teacher-learner and learner-learner communication in dialogue journals, this study intended to offer significant data to aid teachers in determining the intrinsic value of student-to-student dialogue journals. Participants for the study included 52 fourth graders who were enrolled in two intact fourth grade classrooms in a rural Midwestern school in the United States. A quasi-experimental research design was used in which the quantity and content of written response was compared for the group of students participating in student-teacher dialogue journals (n = 26) and the group of students participating in student-student dialogue journals (n = 26). The findings of this study indicated that student-student dialogue journaling may have merit as a vital part of the regular elementary classroom writing program. With no significant difference found in the content, data revealed that these fourth graders discussed various topics and issues with their peers as frequently and openly as they did with their teachers. Further study is warranted in the area of dialogue journaling, but this pilot study may entice educators to look at dialogue journal writing from a different perspective.
Will New Illinois Principal Preparation Programs Fix Illinois Public Schools?
Author: VanTuyle, Vicki
Date: 2013-00-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Educational Legislation,Certification,Educational Change,Partnerships in Education,Standards,Mentors,Teacher Evaluation,Leadership Effectiveness

In July, 2010 Illinois Governor Pat Quinn signed into law Senate Bill 226 requiring new and more stringent requirements for certification and endorsement of Illinois principals. This Illinois legislation followed other states in adopting widespread educational reform measures aimed at improving student achievement, connecting the responsibility for student achievement to the quality of building principals. Illinois institutions offering programs to certify or endorse Illinois principals were required to redesign programs to meet the requirements of the new law and to have new programs approved by the state. The bill charged the Illinois State Board of Education (ISBE) with drafting the rules by which the institutions would design their new programs. Newly approved principal preparation programs began accepting candidates in the fall of 2012. There is no argument that well-prepared principals are important to school leadership that results in higher student achievement. The principal preparation reform effort in Illinois that has resulted in more stringent admission requirements, partnerships between school districts and preparation programs, and rigorous internships was crafted and governed by rules intended to increase student achievement in Illinois schools. It is too soon to tell if the reform package will result in the intended outcomes. Over the next year, as the programs are implemented, there are other factors that may affect the outcome. Illinois' budget crisis, resulting in cuts to school funding, coupled with the state's teacher pension fund crisis and the threat of increasing the retirement age, may be turning the best and brightest teachers and aspiring principals away from education as a career choice or away from a career in education in Illinois. On a more positive note, recent legislation concerning teacher evaluation has tied teacher retention to teacher performance. The new laws require principals to be trained in teacher evaluation and require teacher evaluation plans to incorporate measures of student growth. These are tools which can certainly help leverage higher student achievement in the hands of highly effective principals.
On the Need to Live Educational Foundations
Author: Schubert, William H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foundations of Education,STEM Education,Educational Philosophy,Educational History,Personal Narratives

William H. Schubert, retired faculty member at the University of Illinois, Chicago, reflects on his teaching career and the loss of &quot;educational foundations.&quot; Schubert states that &quot;Foundations of Education&quot; are being pushed toward the precipice of extinction. He describes a loss of &quot;back-to-basics&quot; education with a brief diatribe against a prominent attack of today: the furor surrounding STEM (Science, Technology, Engineering, and Mathematics). While Schubert agrees that expertise in science, technology, engineering, and mathematics is needed, he adds that it is clear that much more is needed. We need something to nourish STEM. What good are stems without roots and seeds? Educational foundations provide roots in the seedbed of philosophy, history, anthropology, economics, sociology, political science, geography, ecology, psychology, and more. It has been quite an accomplishment for educational foundations and curriculum studies to keep alive questions about what human beings are and can become, but the symbolism of mindless acceptance of STEM without context, without nurturing seeds, roots, leaves, and flowers leads to a garden of drought and destruction. Schubert asserts that today&apos;s &quot;pundits of propaganda&quot; would have us believe that corporate competitiveness (masked as national patriotism) is the goal of education; that the public and its educators need to be replaced by privatized forces. Schubert warns that the worst aspects of corporate culture sadly translate educational accomplishment or achievement into bottom line equivalents such as test scores, grade point averages, attendance rates, and diplomas acquired. Instead, educators must call persuasively for educational experiences that cultivate personal and public meaning, edification, inspiration, wonder, self-realization, participatory democracy, solidarity, humor, aesthetics, and imagination.
In Defense of Foundations: An Open Letter to Deans
Author: deMarrais, Kathleen
Date: 2013-00-00
Type: Journal Articles
Subjects: Deans,Teacher Education,Retrenchment,Partnerships in Education,Foundations of Education,Interdisciplinary Approach,Course Content,Accreditation (Institutions),Leadership,Educational Policy

Kathleen deMarrais, professor in the Department of Lifelong Education, Administration and Policy at the University of Georgia, was honored to be invited to contribute to this special issue of &quot;Critical Questions in Education.&quot; deMarrais addressed college/university deans to review the role of social foundations in teacher education and the hotly debated issue it has been since the founding of the first social foundations course in the 1930s. deMarrais points out that the field continues to be under attack with a need to defend and protect itself, in this case, perhaps from extinction. In these difficult economic times when states are cutting funding to higher education, today&apos;s university deans are unique in that they are under additional pressure from policymakers, corporate leaders, and a coterie of wealthy philanthropists--all who believe they understand what is wrong with public schools, the teaching profession, teacher education, and colleges of education. deMarrais recommends that education deans pause briefly to consider the value of social foundations, as well as contributions social foundations faculty can make to their college as a whole. Foundations scholars are trained across a broad range of social science disciplines, bringing the knowledge and tools of those disciplines to the study of education and schooling. Today&apos;s teachers, leaders, and other school personnel not only want and need the tools and techniques of their major fields, but the abilities to apply sociocultural, political, philosophic, and historical perspectives to their work, to reflect on the values and beliefs they hold, and to understand and engage with children and adults in communities in meaning, productive learning. To these ends, deMarrais urges deans to partner with their social foundations faculty in the leadership of the college and its programs. A bibliography is provided.
An Obligation to Endure
Author: Laird, Susan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foundations of Education,Preservice Teachers,College Faculty,Educational Change,Higher Education,Teaching (Occupation),Graduate Study,Moral Values,Commercialization

Educational foundations scholars promote often the value of pre-service teachers&apos; learning about school and society, yet how often do they consider likely comparable value in pre-service professors&apos; learning about university and society? Could neglect of such graduate education for the professoriate have contributed to this educational climate change that now threatens educational foundations? Educational Foundations scholars confront an obligation to endure despite two extreme climate changes--(1) global and (2) educational--both wrought by the market society&apos;s radically demoralizing developments. As some Foundations scholars have begun to theorize, this educational climate change is forcing radical reconfigurations of &quot;education&quot; as both a concept and an institutional practice to serve market values rather than moral values organized around an obligation to endure. This author states that educational foundations scholars can best fulfill their present obligation to endure these two radically challenging climate changes by heeding gardeners&apos; instructive caveat: &quot;Shallow root systems will not survive the drought.&quot; That is, there is a need to preserve, sustain, and develop this field&apos;s ancient roots in intellectual cultures worldwide with particular attention to their diversity. A bibliography is provided.
Backing in to the Foundations
Author: Quantz, Richard A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Trends,Foundations of Education,Educational Change,Logical Thinking,Teacher Education,Social Exchange Theory,Multicultural Education,Social Studies,Educational Philosophy,Educational Principles,Educational Practices,Ideology

In this article, the author, after reviewing current educational trends, suggests that what really needs to happen is to &quot;abandon education altogether.&quot; He contends that the worst problems of our times result from education, or, at least, what passes for education. The contemporary world&apos;s most intractable, most destructive, most dangerous problems have been made possible by education, not the lack of it. Our problems do not arise from the failures of our education system, but its successes. Quantz provides examples of what he is suggesting, thereby allowing educators to carefully consider their past steps. In closing this article, he admits that abolishing education is an unlikely event, therefore, the next best strategy is to revisit what it means to be educated in a way that clarifies the possibilities and the limits of rationality as it explores the impact of nonrationality. He argues that we should diminish the focus on any teacher education course that takes the measurable standards of the state or the accrediting agency as the basis for organizing their curriculum and, instead, increase the experience future teachers will gain in courses with instructors who understand that education must be constructed by students with their instructors in ways that help them come to grips with the nonrational aspects of education. A bibliography is provided.
The Relationship between Screen Time and Sexual Behaviors among Middle School Students
Author: Barr, Elissa M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle School Students,Sexuality,Correlation,At Risk Students,Early Adolescents,Mass Media Effects,Statistical Analysis,Surveys,Regression (Statistics),Age Differences,Social Influences,Television Viewing,Computers,Grade 7,Grade 8,Health Behavior,Student Attitudes

Reducing risky sexual behaviors and their negative health outcomes in youth remains a priority for health educators. Years of research have documented media's effect on various adolescent health risks, including sexual behaviors. As technology evolves and youth access to media increases, understanding the role of media in adolescent health risk behaviors is critical. The purpose of this study is to examine the relationship between middle school student sexual behaviors and screen time. Data from the Youth Risk Behavior Survey for Middle School in three large, southern school districts were used. Chi-square analyses showed that high screen time (3+ hours per school day of television or recreational computer use) was associated with a number of sexual behaviors including ever having had sex, having sex before age 11, and having had three or more partners. Results of multivariable logistic regression models documented the odds of ever having sex was 31% higher among those with high TV usage, 43% higher among those with high recreational computer usage, and 54% higher among those with extremely high (6+ hours) total screen time. Implications for health educators are presented.
Factors Associated with Evaluation of Contraception Options among University Undergraduates
Author: McDermott, Robert J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Performance Factors,Contraception,Gender Differences,Evaluation Methods,Student Surveys,Rating Scales,Factor Structure,Preferences,Cognitive Style,Measurement Techniques,Attribution Theory,Demography,Factor Analysis,Psychometrics,Student Attitudes,Health Education

The objective of this study was to examine attributes assigned by university undergraduates to 12 contraception options, determine if dimensions used to evaluate options differed for women and men, and assess whether these dimensions have changed over time. This study was cross-sectional and involved a written survey. The sample (N = 792) was drawn from two large universities in the southeastern United States and data collection was completed in classroom settings. Students rated 12 methods on 40 semantic differential scales. Scale scores were summed and a principal components analysis was performed, yielding separate factor structures (evaluative dimensions) for men and women. Three factors emerged for women accounting for 40.85%, 8.00%, and 5.78% of the variance respectively. Three factors also emerged for men accounting for 37.39%, 8.51%, and 7.15% of the variance respectively. Manipulating item loading criteria increased factor interpretability. In contrast to some previous research, the interpretative schemes of men and women for assessing contraception options held more similarities than differences. This apparent confluence in evaluating contraception may facilitate improved negotiation and agreement about the eventual choice of methods.
Policy and Barriers Related to Implementing Adult E-Learning in Taiwan
Author: Chung, Hsiu-Ying
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Adult Education,Educational Technology,Technology Uses in Education,Barriers,Government Employees,Attitude Measures,Intention,Teaching Methods,Learning Strategies,Structural Equation Models,Online Surveys,Questionnaires,Semi Structured Interviews,Factor Analysis,Hypothesis Testing

The work quality of public servants direct affects a country's administrative performance, and the Taiwan government has recently invested a considerable amount of funds in constructing e-government learning platforms and developing digital courses to provide all public servants with sufficient on-the-job training and enhance the quality of human resources. Therefore, the circumstances under which public servants use e-government learning platforms warrant investigation. In this study, questionnaires were used to collect data for quantitative research, and a theoretical model was created to clarify the impact of &quot;Barrier Factors&quot; and &quot;Policy Factors&quot; on e-government learning. These factors have been examined inadequately in previous research on the theory of e-learning behaviour. The results presented here show that Barrier Factors and Policy Factors strongly influence the willingness of public servants to use e-learning systems, and these factors explain more than 80% of the variance in users' behavioural intention. These results revealed the characteristics of the research participants, and the findings can be used as a reference in future studies and by management agencies responsible for providing e-government learning. Furthermore, these results might facilitate further research on and the practice of adult e-learning.
Reported Condom Use among Students Enrolled in a Personal Health and Wellness Course
Author: Peterson,Yasenka
Date: 2013-00-00
Type: Journal Articles
Subjects: Health Behavior,Health Education,Wellness,Sexuality,Prevention,College Students,Barriers,Knowledge Level,Gender Differences,Sexually Transmitted Diseases,Questionnaires,Statistical Analysis,Racial Differences,Ethnic Groups

When used consistently and correctly every time, condoms can prevent against the spread of sexually transmitted infections (STIs) and unplanned pregnancies. Condoms are a significant prevention method viable for all populations. This study was conducted among students (277) at a Midwestern University who were enrolled in a personal health and wellness course and examined their reported use of condoms and reported barriers. Results indicated that almost knowledge alone was not enough for consistent condom use. Only 34.29% of students who reported having sex in the past 30 days, reported using a condom always. The most frequently reported answer for not using a condom was trust in partner's monogamy. In addition, the findings also indicate that male students who reported having been taught to put on a condom by a friend were more likely to use a condom. The study results support the theory that knowledge alone is not enough for consistent condom use among college students.
Staying in a Certain State of Mind: Becoming and Being a Freelance Adult Educator in Singapore
Author: Rushbrook, Peter
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Adult Educators,Job Skills,Facilitators (Individuals),Professional Identity,Interviews,Adult Vocational Education,Workplace Learning,Lifelong Learning

Over recent years Singapore has developed a strong adult and vocational education system based on those of Great Britain, Australia and New Zealand. Its Continuing Education and Training (CET) sector makes use of competency-based training in the form of Workforce Skills Qualifications (WSQs) which are delivered in mainly small private providers by learning facilitators qualified through a range of WSQ-based training programs. Most facilitators are mature-age and second-career people drawn from diverse career backgrounds and employed on a casual and part-time rather than ongoing basis. They identify themselves as &quot;freelancers&quot; in the training market place and compete vigorously for the work opportunities available. In the paper we argue that continued workplace success is premised on a strong sense of professional identity and its management through a process of &quot;shapeshifting&quot; according to the diverse requirements of the adult education industry. We explore this idea through revisiting three of our projects examining Singaporean CET educators and ask of our data a new question: &quot;How do individuals 'become' and 'be' Singaporean adult education freelancers?&quot; We draw our insights from interviews with freelancers, Singapore's political and economic context and a range of literature drawn principally from a socio-cultural theoretical perspective.
The Coordinated School Health Program: Implementation in a Rural Elementary School District
Author: Miller, Kim H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Health Education,Rural Schools,School Districts,Elementary Schools,Program Implementation,Child Health,Health Promotion,Educational Environment,Life Style,Board of Education Policy,Grants,Physical Education,School Health Services,Nutrition,School Counseling,Social Services,Family Programs,Community Involvement,Sustainability

Child health is a complex issue that requires a comprehensive approach to address the many factors that influence it and are influenced by it. In light of the complexity of children's health, the Coordinated School Health Program (CSHP) was developed as a framework for a systems approach to planning and implementing school-based children's health programs. CSHP implementation focuses on building healthy school environments that foster healthy lifestyles. This paper describes the process of implementing CSHP in a rural, elementary school district in Southern Illinois. Each of the eight components of CSHP is identified, followed by a discussion of its application in the school district. A District Wellness Committee and School Health Teams were formed, teachers were provided new health education curriculum and received training in integrating the new curriculum into their practice, and a District Wellness Policy was developed and approved by the School Board. Numerous other initiatives were implemented and are described in the paper. Finally, a discussion of lessons learned in the process is offered to assist others who may wish to implement CSHP.