ethanporcaro/eric-fulltext-meta huggingface dataset:
Parent Perspectives on Special Education Services: How Do Schools Implement Team Decisions?
Author: Zagona, Alison L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Special Education,Students with Disabilities,School Personnel,Individualized Education Programs,Participative Decision Making,Inclusion,Experience,Barriers,Program Implementation,Parent School Relationship,Intellectual Disability,Developmental Disabilities,Down Syndrome,Autism,Pervasive Developmental Disorders

The purpose of this qualitative study was to examine parents' perspectives and experiences of special education, including the degree to which decisions about their child's education were implemented as they had agreed upon with the school personnel. Additionally, a secondary purpose of this study was to understand how parents explain why school personnel do or do not implement elements of their child's Individualized Education Program (IEP). In this study, parents of children with intellectual and developmental disabilities described their experiences attempting to reach agreement with school personnel on decisions involving their child's educational placement and special education services. Parents expressed a desire to be involved in decisions, and they described a desire to obtain inclusive educational placements for their children. Parents described varied experiences with the implementation of special education services. They also described both successes and concerns related to the special education services their child was receiving at school. Implications for special education policy, practice, and research are discussed from the perspective of supporting family involvement in the special education process.
Reporting Educators&apos; Experiences Regarding Family-School Interactions with Implications for Best Practices
Author: Kirmaci, Mehtap
Date: 2019-00-00
Type: Journal Articles
Subjects: Best Practices,Family School Relationship,Partnerships in Education,Parent Teacher Cooperation,Teacher Attitudes,Teacher Education,Faculty Development,Diversity,Minority Groups,Low Income Groups,Self Efficacy,Elementary Secondary Education

A growing international interest in family-school collaboration is also seen in the United States, with teachers increasingly asked to take responsibility for partnering with parents. Yet, little is known about how teachers develop an understanding of supportive family-school or teacher-parent interactions. I conducted a thematic analysis of 44 empirical articles published from 2007 to 2017 that explored preservice and in-service teachers' experiences regarding family-school-community interactions. This review of extant research revealed: (1) ongoing concern from teachers about the lack of teacher education and professional learning opportunities supporting family-school-community interactions, and (2) evidence of teachers' interest in gaining knowledge for collaborating more effectively with families. The majority of the studies reviewed focused on teachers' learning in working with families. The recurring findings among the studies included: (1) improved skills in working with diverse families; (2) increased ability to reflect on personal assumptions regarding diverse families; and (3) a broadened view of family diversity. Across the intervention-based studies, opportunities to reflect on personal assumptions about diversity and to have authentic interactions with families were viewed as important components of teacher learning to develop the above skills. Lessons learned can be applied by teacher educators and educational researchers to better support prospective and practicing teachers in their work with families from diverse backgrounds.
Philosophy and Structure of the Academic Teaching in Pedagogy to Prevent Drop Out by Students
Author: Chistolini, Sandra
Date: 2015-03-00
Type: Journal Articles
Subjects: Dropout Prevention,College Students,Teacher Student Relationship,Teaching Methods,College Faculty,Interpersonal Communication,Teacher Education Programs,Preservice Teacher Education,Foreign Countries,Educational Philosophy,Teacher Competencies,School Holding Power,Student Development

The mortality of university students requires actions in order to contrast this phenomenon and increase the attractiveness of the higher study. Pedagogy is one of the subject under siege in the sense that a considerable number of students tend to avoid or postpone the exam. After an empirical study conducted in 2006, contents and methodology of teaching were changed with the intend to meet the cultural expectations of the students. The article is critical report of this new experience of teaching in that subject in the context of university education of teachers. The main purpose is to demonstrate why and how the permanent and positive communication between teacher and students is the most important factor to implement the right to study and to divulgate knowledge. The structure of the teaching and learning process includes study of classics and scientific research with the aim to link theory and praxis. Conclusion underlines the urgency of modernisation of teaching as pivotal to lead young people to be responsible persons in the design of their future, in tune with the most recent European recommendations.
Significant Difficulties in Learning to Read and Write in Primary Education: A Set of Tasks to Deal with These Difficulties by Means of a Didactic Approach
Author: Mariscal, M. Ester Romero
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Difficulties,Writing Difficulties,Reading Instruction,Writing Instruction,Teaching Methods,Prevention,Intervention,Literacy Education,Elementary School Students,Spanish,Native Language Instruction,Learning Activities,Metacognition,Reading Improvement,Writing Improvement,Lexicology,Syntax,Semantics,Handwriting

This article focuses on two main issues. On the one hand, it deals with early prevention of literacy difficulties. On the other hand, it deals with the same issue once pupils already present serious difficulties in reading and writing. Consequently, this paper has two main aims. Firstly, it aims to show teachers that, in order to carry out appropriate pedagogical intervention, it is essential to design educational intervention programmes based on thorough theoretical bases. These will aid the teaching of literacy skills while improving the learning process of pupils who require special treatment. Secondly, it intends to provide teachers with a series of activities that can be used with pupils who already present significant difficulties in this particular area of primary learning, i.e. reading and writing, and whose assessment reports already reflect these difficulties. The educational intervention presented in this paper focuses on a particular child whose mother tongue is Spanish. Thus, all the activities proposed as well as the texts they are based upon are in Spanish.
Culturally Responsive and Asset-Based Strategies for Family Engagement in Odds-Beating Secondary Schools
Author: Leo, Aaron
Date: 2019-00-00
Type: Journal Articles
Subjects: Family Involvement,Family School Relationship,Secondary Schools,Barriers,Academic Achievement,Secondary School Students,Graduation,Culturally Relevant Education,Parent Participation

Several decades of research has generated a near-consensus on the link between positive student outcomes and effective engagement between educators and families. Despite the widespread acknowledgement of this connection, many educators continue to struggle to engage families in ways that are both culturally responsive and sensitive to power dynamics. Though barriers to family engagement have been explored in depth, little research exists about what family engagement looks like in schools with above-predicted student outcomes. This research offers insight into family engagement through two case studies of secondary schools in New York State--chosen for study for their odds-beating graduation outcomes. Educators in these schools share in common the strategies of drawing on local resources and engaging family members in culturally responsive and collaborative ways with particular sensitivities to power imbalances. These findings hold implications with regard to how barriers to family engagement may be overcome in demographically diverse contexts with histories of better graduation outcomes.
Making Home-Based Learning Visual: Family Perspectives on Early Learning and Development through Photographs
Author: Miller, Kyle
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Children,Child Development,Child Care Centers,Low Income Groups,Family Income,Photography,Documentation,Parent Attitudes,Parent Participation,Learning Activities,Preschool Teachers

This study examined the ways families support home-based learning during children's early years. Families from higher and lower income backgrounds volunteered for a photography-based study. Following a photo elicitation approach, families used a digital camera to document home-based activities aimed at supporting children's early learning then discussed the meaning behind the images with children's teachers. Data were thematically analyzed, and findings suggested that early learning involved a variety of school-like and naturally occurring activities. Contrary to much research, many similarities were discovered between the higher and lower income families, although some differences also emerged. Implications for practitioners and scholars are discussed.
How Peers Support and Inhibit Learning in the Classroom: Assessment of High School Students in Collaborative Groups
Author: Strom, Paris S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,High School Students,Rural Schools,Principals,Student Attitudes,Peer Relationship,Peer Influence,Student Participation,Educational Improvement,Decision Making,Educational Change,Teamwork,Group Dynamics,Models,Social Development,Educational Environment

Improving conditions of learning is a priority for schools, communities, states, and the federal government. Students are the stakeholders with the most to gain or lose and should be consulted about their classroom experiences as a basis for continuous school improvement planning. The population of 461 students from a rural public high school in the southern United States was invited by the school principal to complete the 16-item Peer Support Poll on ways peers support and inhibit learning. Results for the 443 participating students identified (a) ways peer support influences performance of individuals in cooperative learning groups, (b) functioning and effectiveness of teams, (c) and preferences for ways of learning. Findings of this study can help guide efforts to strengthen the school community by incorporating student voice to improve the efficacy of collaborative groups. Faculty reviewed the findings in a bar chart with poll items, frequencies, and percentages. The high rate of student participation, 96%, suggests they trusted the principal and faculty to respect their anonymous opinions and consider them as a basis for taking action. A 10-step process model is described to use polling to mobilize the school community in making decisions about school improvement.
&quot;Liberation Is a Praxis&quot;: Promoting College and Career Access through Youth Participatory Action Research
Author: Cook, Amy L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Praxis,Participatory Research,Action Research,Youth,School Counseling,College Readiness,Career Readiness,Student Participation,High School Students,Student Empowerment,Program Implementation,Barriers,Career Counseling

Youth Participatory Action Research (YPAR) is an emancipatory practice that may be used to facilitate meaningful discourse related to exploring postsecondary, college, and career pathways among youth. Through collaborative processes and consensus decision making, youth engage in YPAR as a process that develops collaborative research, teamwork, and shared leadership skills. We describe the applications of YPAR where school counselors work alongside youth to collectively examine constraints and opportunities related to college and career access. Engaging youth in YPAR has the potential to elevate young people's perspectives and experiences and give them a voice in promoting change in their local school communities. Often, outcomes of YPAR projects lead to action taken in the local school community, such as curricula changes and school-community projects. When youth feel empowered through these efforts, they may also feel more connected, thereby enhancing a sense of school community. In this essay and discussion article, we describe YPAR, including implications for school counselor practice.
Spanning Boundaries and Balancing Tensions: A Systems Perspective on Community School Coordinators
Author: Mayger, Linda K
Date: 2019-00-00
Type: Journal Articles
Subjects: Community Schools,Coordinators,Educational Practices,Educational Change,Responsibility,Educational Planning,Alignment (Education),Recruitment,Partnerships in Education,Role,Cooperative Planning,Labor Conditions

This comparative case study concerns the daily work of community school coordinators and the challenges that they face. Informed by a conceptual framework based on organizational boundary spanning and systems theories, the authors analyzed transcripts from time study responses, structured interviews with school leaders, and documents from three community schools over a period of three years. The results reveal that community school coordinators work across organizational boundaries and face tensions presented by complex authority structures and inconsistent funding. The article concludes with guidance for current researchers, practitioners, and policymakers interested in community-based school reforms.
Building Sustainable Afterschool Literacy Programs by Partnering with University Teacher Candidates
Author: Delacruz, Stacy
Date: 2019-00-00
Type: Journal Articles
Subjects: After School Programs,Sustainability,Preservice Teachers,Partnerships in Education,College School Cooperation,Elementary School Students,Young Children,Team Teaching,Individualized Instruction,Parent Attitudes,Community Programs,Student Development,Teacher Education,Literacy Education,Tutoring,Student Attitudes,Program Effectiveness,Scheduling

In this article we expand the scope of school-university partnerships to include a community partner. This study involved an afterschool tutoring program known as the Discovery Center (pseudonym) partnering with a university reading class. This partnership, which is in its sixth year of implementation, prepares teacher candidates in the area of literacy while providing additional, free support to students in Grades K-2. Forty students engaged in co-taught tutoring sessions by 24 teacher candidates who were overseen by three center directors and the university professor. Data for this study were collected through preservice teacher focus groups, center director interviews, and parent interviews. Results indicate that teacher candidates' knowledge of differentiation and co-teaching increased throughout the semester. Teacher candidates also felt that additional tutoring times should be scheduled to allow more flexibility. The parents noted academic growth in literacy as a result of the tutoring. The findings suggest that all parties find the collaboration highly successful and provide ideas on how to strengthen and establish such partnerships elsewhere.
Working with English Learners Using a Two-Generation Approach
Author: He, Ye
Date: 2019-00-00
Type: Journal Articles
Subjects: English Language Learners,Intergenerational Programs,Cultural Capital,Partnerships in Education,Children,English (Second Language),Parents,Spanish Speaking,College School Cooperation,Art Education,STEM Education,Community Programs,Adolescents,Adult Education,Immigrants,Family Literacy,Aspiration,Program Development

The increasing number of English learners in local communities in the U.S. include both children and their family members. There is an urgent need to provide educational support for both generations of English learners. In this report from the field, a partnership program using a two-generation approach is described. Based on interviews, observations, and teacher reflections, program challenges are reported, and community assets and resources which can be leveraged through such programs are explored using the community cultural wealth framework (Yosso, 2005). Findings of this study offer insights for educators interested in starting similar programs to support English learners and their families through community-based partnerships.
Developing Authentic Family-School Partnerships in a Rural High School: Results of a Longitudinal Action Research Study
Author: Lasater, Kara
Date: 2019-00-00
Type: Journal Articles
Subjects: Family School Relationship,Rural Schools,High Schools,Trust (Psychology),High School Teachers,Faculty Development,Data Collection,Progress Monitoring,Accountability,Educational Improvement,Ideology,Parent Teacher Cooperation

The purpose of this study was to use an action research approach to improve family-school partnerships within one rural high school. The action research process occurred over three school years and involved multiple cycles of investigation. Each cycle of investigation involved an ongoing, iterative process of reflecting, planning, acting, and observing (Herr &amp; Anderson, 2015). Data collection involved multiple iterations of surveys, focus groups, and interviews with parents and faculty members. Through the cycles of investigation, systems to support the development of family-school partnerships at the school were created, implemented, and refined. These systems involved proactive and ongoing communication with families, professional development for staff, ongoing data collection to monitor progress and improve school actions, and accountability and support from school administration. These systems, and the collaborative research process used to develop the systems, are discussed. Finally, areas of continued improvement--particularly related to the ideological development of school faculty--are identified and explored.
Designing Creative Collaborative Learning (CCL) for Economics: Using Professionals and Video Clips in MBA Classroom
Author: Lorne, Frank
Date: 2015-12-00
Type: Journal Articles
Subjects: Video Technology,Masters Programs,Cooperative Learning,Creativity,Macroeconomics,International Trade,Teaching Methods,Critical Thinking,Business Administration Education,Graduate Students,Student Centered Learning,Decision Making,Thinking Skills,Professional Personnel,Public Speaking,Public Officials,Teamwork

Global economy is now characterized by frontier of models and theories that are often shaped by decision makers in global and national institutions. Creative collaborative learning (CCL) is attempted for this first time in a classroom environment for studying macroeconomics and world trade. CCL is suitable for student-centered learning MBA students who must put themselves through realistic situations, asking right questions, and making decisions. Traditional top-down methodology of emphasizing model building and mathematical proofs in studying macroeconomics are not suitable at the MBA level. The proposed CCL model in this study entails the joint efforts of three groups of players--the professionals, the students, and the instructor. Constructive knowledge is acquired not by drill and memorization of definitions, but by learning from the contexts in which terminologies are pragmatically applied, utilizing critical thinking. Professionals are invited to speak on industry topic, while specific video clips were searched and reviewed in C-span video library. The search and review exercise were analyzed by evaluating their effectiveness in motivating interests, learning of abstract terminologies, professional manner and articulation method, and recognizing the role of important institutions through the speaking professionals. CCL demands evaluations for &quot;in-the-moment&quot; expressions and quotations that can &quot;elevate thinking&quot; in a student centered learning environment. Our paper illustrates how designs of CCL can be implemented in different topics on macroeconomics and world trade.
Extegrity or the Academic Midway
Author: O'Sullivan, Maurice J.
Date: 2015-03-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Colleges,Integrity,Educational Finance,College Administration,Business Administration Education,Citizenship Education,Social Responsibility,Ethics

As American colleges and universities face increasing financial pressure and political criticism, their leaders have responded by adopting risk-averse, reactive strategies that have profoundly weakened the autonomy and creativity of higher education in the United States. Rather than emphasizing the integrity of their institutions, too many academic leaders search for validation from competing external accrediting agencies and commercial rating organizations. While some of those accrediting agencies focus on the quality and health of entire institutions, the increasing number of disciplinary accreditors has encouraged colleges and universities to privilege special interests and cede the responsibility for establishing values to groups which are largely self-serving.
Towards Validation of a Rational Number Instrument: An Application of Rasch Measurement Theory
Author: Maseko, Jeremiah
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Number Concepts,Test Validity,Models,Test Items,Goodness of Fit,Fractions,College Mathematics,College Freshmen

The rational number knowledge of student teachers, in particular the equivalence of fractions, decimals, and percentages, and their comparison and ordering, is the focus of this article. An instrument comprising multiple choice, short answer and constructed response formats was designed to test conceptual and procedural understanding. Application of the Rasch model enables verification of whether the test content was consistent with the construct under investigation. The validation process was enabled by making explicit the expected responses according to the model versus actual responses by the students. The article shows where the Rasch model highlighted items that were consistent with the model and those that were not. Insights into both the construct and the instrument were gained. The test items showed good fit to the model; however, response dependency and high residual correlation within sets of items was detected. Strategies for resolving these issues are discussed in this article. We sought to answer the research question: to what extent does this test instrument provide valid information that can be used to inform teaching and learning of fractions? We were able to conclude that a refined instrument applied to first-year students at university provides useful information that can inform the teaching and learning of rational number concepts, a concept that runs through mathematics curricula from primary to university. Previously, most research on rational number concept has been conducted on young learners at school.