ethanporcaro/eric-fulltext-meta huggingface dataset:
Boosting Family Income to Promote Child Development
Author: Duncan, Greg J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Child Development,Family Income,Stress Variables,Poverty Programs,Child Health,Economically Disadvantaged,Investment,Family Financial Resources,Cultural Influences,Early Experience,Child Behavior,Educational Attainment,Academic Achievement,Public Policy,Social Indicators,Family Programs,Family Needs

Families who live in poverty face disadvantages that can hinder their children&apos;s development in many ways, write Greg Duncan, Katherine Magnuson, and Elizabeth Votruba-Drzal. As they struggle to get by economically, and as they cope with substandard housing, unsafe neighborhoods, and inadequate schools, poor families experience more stress in their daily lives than more affluent families do, with a host of psychological and developmental consequences. Poor families also lack the resources to invest in things like high-quality child care and enriched learning experiences that give more affluent children a leg up. Often, poor parents also lack the time that wealthier parents have to invest in their children, because poor parents are more likely to be raising children alone or to work nonstandard hours and have inflexible work schedules. Can increasing poor parents&apos; incomes, independent of any other sort of assistance, help their children succeed in school and in life? The theoretical case is strong, and Duncan, Magnuson, and Votruba-Drzal find solid evidence that the answer is yes--children from poor families that see a boost in income do better in school and complete more years of schooling, for example. But if boosting poor parents&apos; incomes can help their children, a crucial question remains: Does it matter when in a child&apos;s life the additional income appears? Developmental neurobiology strongly suggests that increased income should have the greatest effect during children&apos;s early years, when their brains and other systems are developing rapidly, though we need more evidence to prove this conclusively. The authors offer examples of how policy makers could incorporate the findings they present to create more effective programs for families living in poverty. And they conclude with a warning: if a boost in income can help poor children, then a drop in income--for example, through cuts to social safety net programs like food stamps--can surely harm them.
Parents&apos; Employment and Children&apos;s Wellbeing
Author: Heinrich, Carolyn J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Well Being,Employed Parents,Child Welfare,Parent Child Relationship,Family Work Relationship,Evidence,Job Layoff,Living Standards,Mothers,Work Environment,Public Policy,Financial Support,Leaves of Absence,Child Care,Child Development,Social Influences

Since modern welfare reform began in the 1980s, we have seen low-income parents leave the welfare rolls and join the workforce in large numbers. At the same time, the Earned Income Tax Credit has offered a monetary incentive for low-income parents to work. Thus, unlike some of the other two-generation mechanisms discussed in this issue of &quot;Future of Children,&quot; policies that encourage low-income parents to work are both widespread and well-entrenched in the United States. But parents&apos; (and especially mothers&apos;) work, writes Carolyn Heinrich, is not unambiguously beneficial for their children. On the one hand, working parents can be positive role models for their children, and, of course, the income they earn can improve their children&apos;s lives in many ways. On the other hand, work can impair the developing bond between parents and young children, especially when the parents work long hours or evening and night shifts. The stress that parents bring home from their jobs can detract from their parenting skills, undermine the atmosphere in the home, and thereby introduce stress into children&apos;s lives. Unfortunately, it is low-income parents who are most likely to work in stressful, low-quality jobs that feature low pay, little autonomy, inflexible hours, and few or no benefits. And low-income children whose parents are working are more likely to be placed in inadequate child care or to go unsupervised. Two-generation approaches, Heinrich writes, could maximize the benefits and minimize the detriments of parents&apos; work by expanding workplace flexibility, and especially by mandating enough paid leave so that mothers can breastfeed and form close bonds with their infants; by helping parents place their children in high-quality child care; and by helping low-income parents train for, find, and keep a well-paying job with benefits.
Family Assets and Child Outcomes: Evidence and Directions
Author: Grinstein-Weiss, Michal
Date: 2014-00-00
Type: Journal Articles
Subjects: Money Management,Fiscal Capacity,Evidence,Family Income,Ownership,Children,Parents,Stress Management,Investment,Expectation,Attitude Change,Housing,Paying for College,Low Income,Community Programs,Community Organizations

For poor families, the possession of assets--savings accounts, homes, and the like--has the potential not only to relieve some of the stress of living in poverty but also to make a better future seem like a real possibility. If children in families that own certain assets fare better than children in families without them, then helping poor families build those assets would be an effective strategy for two-generation programs. Indeed, write Michal Grinstein-Weiss, Trina Williams Shanks, and Sondra Beverly, plenty of evidence shows that assets are connected to positive outcomes for poor children. For example, young people who have any college savings at all, even a very small amount, are more likely to go to college; children in households with assets score higher on standardized achievement tests; and children of homeowners experience fewer behavioral problems. But this evidence comes from longitudinal data sets and is therefore correlational. Looking for causal relationships, the authors examine the results of experimental programs that opened various types of savings accounts for poor people and matched their contributions. Several of these trials included a control group that did not receive a savings account, making it possible to attribute any positive outcomes directly to the savings accounts rather than to their owners&apos; personal characteristics. These programs dispelled the myth that poor people can&apos;t save; participants were generally able to accumulate savings. It&apos;s too early to tell, however, whether assets and asset-building programs have long-term effects on children&apos;s wellbeing, though one experiment found positive impacts on disadvantaged children&apos;s social-emotional development at age four. The most promising programs share several features: they are opened early in life; they are opened automatically, with no action required from the recipients; and they come with an initial deposit.
Quality Teaching and Learning as Practice within Different Disciplinary Discourses
Author: Wittek, Line
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Instructional Design,College Instruction,Learning Activities,Mediation Theory,Educational Theories,Intellectual Disciplines,Masters Programs,Ethnography,Interviews,Observation,Masters Theses,Educational Environment,Teaching Methods,Teaching Styles,Student Attitudes,Learner Engagement,Transformative Learning,Scientific Concepts,Academic Discourse,Instructional Leadership,Theory Practice Relationship,Semiotics,School Buildings,History Instruction,Student Evaluation,Feedback (Response),Mathematics Instruction,Assignments,Writing Processes

This article focuses on describing the interplay between teaching and learning practices in Higher Education and the disciplinary context of such practices. In particular, it aims to address the question of how course design, teaching, and learning activities take place within a particular academic culture and how those activities mutually shape each other. To do so, we propose to use the notion of mediating actants, a combination of Vygotsky's (1978) notion of mediation with the concept of &quot;actant&quot; that is at the core of actor-network theory (ANT). We suggest that such a notion can be useful in understanding the processes of construction of teaching and learning within disciplinary discourses and practices. This article is based on an empirical study of three Master's programs at a Scandinavian institution of higher education. Data was gathered using ethnography-inspired methods such as interviews, observations and document analysis. In our analysis we identified six elements as central in how quality teaching and learning are constituted within master's programs: (1) the master's thesis, (2) writing as a mode of thinking (3) the students' learning environment, (4) the teaching process and teaching style, (5) the students' conceptions of learning and their engagement, and (6) the processes of transformation from spontaneous to scientific concepts that the students undergo.
Assessment for &quot;Digital First Language&quot; Speakers: Online Video Assessment and Feedback in Higher Education
Author: Turner, Will
Date: 2013-00-00
Type: Journal Articles
Subjects: Feedback (Response),College Students,Evaluation Methods,Student Evaluation,Video Technology,Mixed Methods Research,Student Attitudes,Educational Technology,Technology Uses in Education,Foreign Countries,Questionnaires,Likert Scales,Online Surveys,Gender Differences,Age Differences

While feedback has been highlighted as the most powerful influence on student achievement, Weaver (2006) noted that up to 40% of tertiary students lack confidence in their feedback and many students express dissatisfaction with this aspect of their student experience (Rodway-Dyer, Dunne, &amp; Newcombe, 2009). Chasms remain between academic feedback and student feed forward outputs, as research suggests that feedback is undervalued by &quot;unresponsive&quot; tertiary students due to misunderstanding, inconsistencies and lack of clarity, and that feedback is not as effective as staff imagine. This paper explores student and staff perceptions of a video feedback model for tertiary institutions. Each student received feedback in the form of an individualized video which was made available online, thus mirroring the established course assessment processes. A mixed methodology study revealed a mass preference for video feedback, with participants noting that video feedback personalized assessment processes and enhanced understanding. In excess of 90% of students rated video feedback as more valuable than written feedback, with 74% completely understanding the feedback provided by the marker, showing that technology may &quot;provide the innovative edge that can help students engage more effectively with their feedback&quot; (Crook et al., 2012, p. 387).
A Case Study of Two Sign Language Interpreters Working in Post-Secondary Education in New Zealand
Author: Powell, Denise
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Sign Language,Deaf Interpreting,Foreign Countries,Qualitative Research,Statistical Analysis,Deafness,Employees,Higher Education,Training,Theory Practice Relationship,College Students,Questionnaires

A case study of two qualified New Zealand Sign Language interpreters working in a post-secondary education setting in New Zealand was undertaken using both qualitative and quantitative methods. Educational sign language interpreting at the post-secondary level requires a different set of skills and is a reasonably new development in New Zealand. Consequently, there is little information about the experiences of sign language interpreters in post-secondary education. In this study, the participants reported on their own experiences and perceptions of working in this environment. Due to the lack of qualified and trained interpreters in New Zealand, there has not been any specific training for working at this level, and we believe there is a need to address this. This case study helps bridge the gap between theory and professional practice by providing some recommendations to assist post-secondary institutions in meeting their statutory obligations of ensuring equality in education for deaf students through appropriate support of their interpreters.
Teaching and Learning in Higher Education: Enhancing Faculty's Preparation of Prospective Secondary Teacher Candidates for Instructing English Language Learners
Author: Nguyen, Huong Tran
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education,English Language Learners,Student Teachers,Student Needs,Scaffolding (Teaching Technique),Faculty Development,Teacher Educators,Seminars,English (Second Language),Second Language Instruction,Second Language Learning,Assignments,Course Descriptions,Teacher Surveys,Mixed Methods Research,Teacher Attitudes,Self Esteem,Observation,Interviews,Secondary Education,Higher Education

A university-wide secondary credential program (middle and high school) has engaged in systemic reform through professional development for content faculty to better equip prospective secondary teacher candidates for supporting the academic and social needs of English language learners (ELLs), particularly in urban schools. Data from five years of implementation (2007 to 2012) suggest that faculty across disciplines and colleges enhanced their beliefs, knowledge, and confidence with regard to how ELLs acquire content and academic English language through specific effective methods and strategies. This study suggests that university faculty participation in structured and purposeful professional development can strengthen their preparation of prospective secondary content prospective teachers for working with all students, including ELLs, in diverse secondary classrooms.
Collaboration for Authentic Preservice Teacher Experiences: Mathematics and English as a Second Language
Author: Tilley-Lubbs, Gresilda A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Teacher Collaboration,Mathematics Instruction,English (Second Language),Second Language Instruction,Instructional Design,Lesson Plans,Urban Schools,School Districts,Standards,Educational Legislation,Federal Legislation,Educational Change

This paper describes a collaboration between Mathematics Education and English as a Second Language (ESL) Education programs that presented opportunities for preservice teachers from both programs to work together to address curricular and linguistic gaps that occur for English language learners (ELL) in content area classrooms. By modeling collaboration, facilitating group interactions, and creating authentic field experiences, two faculty members created a space for preservice teachers to practice collaboration and to develop the necessary knowledge, skills, and dispositions to address the educational needs of diverse students. The goals for the students were for them to develop: (1) understanding of their own perspectives and those of the students they teach; (2) observing ELL in mathematics and ESL classes; (3) comparing standards for both programs; (4) identifying gaps in content standards and World-Class Instructional Design and Assessment (WIDA) Can-Do Descriptors (the language ELLs are able to understand and produce in the classroom); (5) planning instruction with support for ELL; (6) working collaboratively to design, implement, and assess the impact of their mathematics lessons for ELL; (7) presenting their projects; and (8) reflecting on their collaborative process in working with a group to complete the project.
Using a Learner-Centered Approach to Develop an Educational Technology Course
Author: Abdelmalak, Mariam
Date: 2013-00-00
Type: Journal Articles
Subjects: Learner Controlled Instruction,Technology Education,Graduate Students,Teacher Student Relationship,Learner Engagement,Decision Making,Student Needs,Student Interests,Student Attitudes,Textbook Selection,Course Content,Discussion (Teaching Technique),Assignments

The article explores the structure of a graduate educational technology course that used a learner-centered approach to prepare students to be independent responsible learners. Key features of this approach were the balance of power between the instructor and students, involving students in decision-making about their learning, sharing the responsibility for learning between the instructor and students, and using students&apos; needs and interests in the course content. The article describes how the decision-making power was shared between the instructor and students, as well as how students responded to the course structure. This work has implications for creating learner-centered environments in which power and responsibility are shared between instructor and students in all graduate education courses to nurture the development of responsible learners.
World Challenge: Engaging Sophomores in an Intensive, Interdisciplinary Course
Author: Berger, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,College Faculty,Transformative Learning,Reflection,Problem Solving,World Problems,Social Problems,Interdisciplinary Approach,Small Group Instruction,Cooperative Learning,Teamwork,Pretests Posttests,Scoring Rubrics,Questionnaires,Focus Groups,Peer Evaluation,Self Evaluation (Individuals),Program Effectiveness,Learner Engagement,Student Attitudes,Student Empowerment,Social Change,Food,Hunger,Holistic Approach,Consciousness Raising,Nutrition

College and university educators seek to increase student engagement in learning content, skills, and applications. To achieve this goal, we used transformative teaching techniques in the design of a World Challenge: a two-week, group-based, reflective course for sophomores leading their own learning in developing creative solutions to the problem of Health, Hunger, and Humanity. Through indirect guidance by faculty members from multiple disciplines, students led their own learning in small groups to research this global problem and develop local solutions. Given the breadth of the course objectives ranging from applying content to teamwork and productivity, we used a variety of assessment tools: pretest/posttest, rubrics, questionnaires, focus groups, peer assessments, and self-reflections. The data documented increases in content knowledge, and provided formative and summative feedback on engagement and satisfaction to the core faculty members. Student comments at the end of the course suggest the intensive experience was indeed transformative.
Professional Seminar: Valuing a One-Credit Course through the Lens of Doctoral Students
Author: Bhandari, Naina A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Seminars,College Credits,Doctoral Programs,Graduate Students,Research Universities,Course Content,Student Attitudes,Program Effectiveness,Theories,Professional Identity,Communities of Practice,Personal Narratives,Coding,Opportunities,College Faculty,Teacher Student Relationship,Barriers,Self Esteem,Student Interests,Student Motivation,Participatory Research,Qualitative Research

Professional seminar for doctoral students at a Research I University is a 1-credit course, 2 below the conventional courses. However, the course content covers at least 3 years' worth of experiences, knowledge, and processes compressed into a single school year. The course typically extends over 16 weeks and 24 actual contact hours with 1 professor to 7 students on average. Assignments expose students to professional jobs in academia, resources available on campus, grant writing procedures, and facilitate the trajectory and purpose of the doctoral process. The purpose of this study is to investigate doctoral students' narratives on the value they hold for seminar. Findings indicate an overarching theme of value among 5 categories: opportunities, cohort, departmental support, overcoming obstacles, and vested interest.
Writing Children's Books in Sociology Class: An Innovative Approach to Teaching Social Problems to Undergraduate Students
Author: Maples, James N.
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Social Problems,Teaching Methods,Childrens Literature,Sociology,Creative Teaching,Writing (Composition),Illustrations,Assignments,Imagination,Problem Solving,Research Skills,Student Attitudes

In this instructional article, we describe a non-traditional course assignment in which we ask students in our social problems courses to write, illustrate, and present a children's book about a social problem as part of the process of learning. Over the course of the semester, students utilize guided handouts to create a children's book exploring and explaining a social problem of their choice. Students are asked to explain the social problem, conduct basic research, apply sociological material, and explore possible solutions. Along the way, our students learn to apply the sociological imagination and improve their understanding of how larger social phenomena shape the decisions of individuals. Students also acquire basic research skills and methodological knowledge that follows them throughout their academic career. In our experiences, we find that this fresh, intriguing assignment helps students overcome common barriers to learning about sociology, allows them to invest in their work, and encourages them to employ their own unique skills to create both a quality project and an educational memory.
Followers of Confucianism or a New Generation? Learning Culture of Mainland Chinese: In Pursuit of Western-Based Business Education Away from Mainland China
Author: Rajaram, Kumaran
Date: 2013-00-00
Type: Journal Articles
Subjects: Confucianism,Cognitive Style,Teaching Methods,Cultural Awareness,Social Change,Business Administration Education,Foreign Countries,Learning Processes,Preferences,Stereotypes,Western Civilization,Cultural Differences,Learning Activities,Educational Change,Management Development,Teacher Student Relationship

The mainland Chinese learning culture has evolved due to the rapid changes in the economic, political, cultural and demographic demands. The changing characteristics of the Chinese students' learning behavioral styles and preferences, as well as the challenges faced in pursuit of Western-based education, are discussed with suggested recommendations to address these issues. The similarities and differences between Western-based and Chinese education over the decades and at the present are reviewed to enable educators to appreciate a deeper understanding, hence enabling effective facilitation and engagement of students. This enables the usage of a suitable mixture of instructional approaches to facilitate optimal learning process for the students by understanding the learning styles, preferences, and behavioral issues of mainland Chinese students.