ethanporcaro/eric-fulltext-meta huggingface dataset:
Extended Education at College in India: Advancing Equity through the Extension of Public Academic Support Programmes for Students from the Socially and Economically Disadvantaged Groups
Author: Sabharwal, Nidhi S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Students,Rural Areas,Females,Barriers,Supplementary Education,Academic Support Services,Low Income Students,Gender Bias,Social Bias,Equal Education,Social Class,Economically Disadvantaged,College Readiness,College Environment,First Generation College Students,Attendance,Access to Information

The paper seeks to expand our knowledge on the importance of public academic support programmes (ASPs) in higher education (HE) in India, which extend supplementary instruction with the aim to improve academic performance and support academic efforts of students from the socially and economically disadvantaged groups (SEDGs). This paper shows that students from the most disadvantaged amongst the SEDGs, that is, those residing in rural areas and women who experience multiple barriers that compound the effects of their disadvantages, have taken advantage of supplementary instruction classes. These classes have allowed HEIs to account for students' academic needs and challenges related to their socioeconomic disadvantages, that remain unmet in regular classrooms. By targeting educational resources to students who are most disadvantaged, these programmes compensate for the absence of parental support and recognises the underlying socio-economic obstacles of students from achieving academic success at college. Given the acknowledged role of higher education in providing economic and social benefits to individuals, the paper argues that oncampus state enabled ASPs targeting students from the SEDGs make HE in India more equitable and contribute in reducing social inequalities in the wider society
Impact of COVID-19 on a Participatory Action Research Project: Group-Level Assessments with Undergraduate Women in Engineering
Author: Guy, Batsheva
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Females,Womens Education,Engineering Education,COVID-19,Pandemics,Participatory Research,Action Research,Student Experience,Equal Education,School Closing,Barriers,Educational Technology,Research Methodology,Evaluation Methods,Student Attitudes,Computer Mediated Communication

We have been working with undergraduate women in engineering to assess their experiences on campus and during their co-op rotations in order to influence equitable programming and inclusive practices at our institution. Our main methodology is group-level assessment, a qualitative, participatory research method that is rooted in inclusivity, stakeholder engagement, and instigating actionable change. When our university went remote, we were faced with the challenge of transitioning our community research partnership online and continuing to use our chosen method. The current article compares participant experiences in in-person and remote environments to assess the effectiveness of moving our participatory research practices to an online platform. Findings indicated that although both in-person and virtual group-level assessments allowed participants to better understand others' experiences and allowed their voices to be heard, the in-person method was more engaging. However, the virtual method allowed more time for action planning.
Utilizing Disruption as an Opportunity: A Comparative Case Study on the Impact of COVID-19 on Community Engagement Partnership Formation
Author: Berkey, Becca
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,School Community Relationship,Social Justice,Race,Urban Universities,Service Learning

This article focuses on the implications and creative possibility catalyzed by the COVID-19 pandemic and reinvigorated racial justice movement on infrastructure that seeks to build transformational community-engaged teaching and research partnerships. Pulling from existing literature around critical service-learning and the wisdom of scholars from the Black, Indigenous, person of color (BIPOC) community, we discuss how these lasting changes will advance our institution's structures for responsible community engagement, as well as inform the field's focus on antiracist community engagement.
Online Learning and Students&apos; Fear of COVID-19: Study in Malaysia and Pakistan
Author: Munir, Farhat
Date: 2021-11-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Student Attitudes,Fear,College Students,Correlation,Interpersonal Relationship,Student Motivation,Problem Solving,Cultural Differences,Foreign Countries,Interaction,Cognitive Processes,Emotional Response

The COVID-19 pandemic has forced millions of students to stay indoors and adapt to the new normal, namely distance learning at home, placing online learning in the spotlight. However, students' motivation for online learning and its effectiveness in skill development during the COVID-19 pandemic has not been widely studied. This study examined the relationship between students' fear of COVID-19 and students' social presence in online learning while investigating the parallel mediating role of student psychological motivation and cognitive problem-solving skills related to online learning. The participants were 472 university students in Malaysia and Pakistan. An online data collection technique using Google Forms was employed. Faculty members of the universities were asked to share the survey with their students. Moreover, using a snowball sampling technique, students were requested to share the survey with their friends. SPSS Statistics (Version 21) was employed to do preliminary data analysis, AMOS (Version 21) software was used to conduct confirmatory factor analysis using a maximum likelihood estimation, and Hayes' PROCESS model was used to examine proposed hypotheses. The results show that only cognitive problem solving mediates the relationship between fear of COVID-19 and students' social presence in online learning in Malaysian samples. In Pakistan, cognitive problem solving and psychological motivation mediate the relationship between fear of COVID-19 and students' social presence in online learning. The study found that developing cognitive problem-solving skills and providing psychological motivation could enhance their engagement with online learning.
Specialised Professional Training Makes a Difference! The Importance and Prestige of Typical Duties in All-Day Schools from the Perspective of Teachers, Leisure Educators, Principals and Coordinators of Extended Education
Author: Fischer, Olivia
Date: 2020-00-00
Type: Journal Articles
Subjects: Extended School Day,Foreign Countries,Reputation,Noninstructional Responsibility,Teacher Attitudes,Administrator Attitudes,Principals,Coordinators,Differences,Professional Education,Teacher Education

In Austria there is a specialised education (60 ECTS) for &quot;leisure educators&quot;, who are professionals working in all-day schools in the field of extended education but who are not teachers. Despite the existence of leisure educators, also teachers are often tasked with supervising extended education settings like lunchtime, extra-curricular activities and uncommitted free time in all-day schools in Austria. This paper aims to illustrate the difference of prestige that comes with different fields of duty in extended education and the implications of that difference. The paper is based on a quantitative study carried out in all-day schools in Vienna. It looks at the prestige of typical professional duties in all-day schools and at the importance attached to these duties by different professional groups. Leisure educators assign a higher importance to non-formal activities than teachers or other professional groups do. Yet, these activities represent relevant fields of duty in respect of training children and adolescents in 21st century skills. Hence the authors propose to address typical extended education duties in teacher education to enable all-day school professional teams to work on eye-level and efficiently.
Cross-Disciplinary, Collaborative and Student-Led: Developing a Change Process for Diversifying Reading Lists
Author: Adewumi, Barbara
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Lists,Foreign Countries,College Curriculum,Social Sciences,Humanities,Diversity,Educational Cooperation,College Students,College Faculty,Student Attitudes

Increasingly across many UK higher education institutions staff and students are questioning and challenging systemic inequalities that affect racially minoritised groups in their learning and sense of belonging within the curriculum. Students are calling for inclusion of diverse sources of knowledge and perspectives, especially from scholars of colour and from the Global South, to enrich what is currently perceived to be a Eurocentric canon. One way to promote more culturally aligned pedagogy is through diversifying reading lists. This article presents findings from two pilot studies that explored the reading lists in one department in social sciences and one in the humanities at the University of Kent, UK. Applying critical race theory as a guiding framework, the first part of the article examines the ways in which a diverse curriculum must include the voices of the marginalised. It then describes the methods: a desk-based review of the reading lists, interviews with academics to inform the work, disseminate the findings, instigate further action and identify future needs, and student focus groups. Crucially, the project resulted from the collaboration between students and staff, and across departments and disciplines. We found that reading lists in both departments overwhelmingly comprised items by White male authors. Students and staff both reflected on the importance of not only curriculum diversification but also barriers to diversification and decolonisation. The article discusses the impact of this project, which has led to a Diversity Mark process, and the Diversity Mark Toolkit, which can be used in any discipline when putting together reading lists to create a more culturally competent curriculum. It concludes by considering other systemic changes needed, with particular attention to changes needed in library services and collections.
The Educational Practice of School-Age Educare Teachers Teaching Visual Art in Swedish Primary Schools
Author: Fahlén, Marie
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Practices,Elementary School Teachers,Art Education,Visual Arts,Foreign Countries,Teacher Attitudes,Professional Identity,Teacher Certification,Educational Resources,Holistic Approach

The purpose of this article is to increase the understanding of the challenges that Swedish school-age educare teachers with a certification in visual art experience in their everyday school practice. The study focus on the educational practice of teaching visual art from a holistic perspective which also includes the teachers' perception of their overall work situation and their professional identity. Due to dual professional roles, these teachers are not only required to meet the criteria formulated in the syllabus of the subject visual art, but also to achieve the goals for the educare centre (National Agency of Education, 2019). The method used is in-depth individual interviews with nine teachers, together with observations of visual art lectures and the physical and material environment. The results provide insights into what it means to work as a school-age educare teacher teaching visual art in primary schools, struggling with limited resources and identity conflicts. The study highlights how teachers often end up in a struggle between individual agency and social structures since they have to resist, adjust and negotiate to get acceptable work conditions.
Teachers as Private Tutors: Understanding Dual Professional Identities of Six Faculty Members from Uzbekistan University
Author: Khojeev, Andrey
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Tutors,Tutoring,Teacher Characteristics,Professional Identity,Teacher Attitudes,Foreign Countries,Income,Self Concept,Correlation,Social Networks,Power Structure,Conflict,Universities

Due to socio-economic difficulties, many teachers in Uzbekistan combine their regular teaching activities with private supplementary tutoring (PST). Involvement in two professional activities has led to the emergence of teacher and tutor professional identities. It is assumed that the co-existence of dual identities has an influence on the professional activities of a tutor and/or of a teacher. Although a plethora of studies has focused on teacher identity and its effect on teachers' professional activities and some on co-existence of teacher identity with other social identities, there is a gap in the academic literature with only a few studies on teacher-tutor identity and its impact on their professional activities. The present qualitative study has made an attempt to reveal the types of relationship between these two professional identities, to find out the reasons for the existing relationship and to explore how this relationship impacts their professional activities as a tutor and/or as a teacher. For these purposes, the research utilizes semi-structured interview questions with six university teaching staff members who are also private tutors. By applying a predetermined theoretical framework, an intrapersonal identity network approach, the study reveals the three most predominant types--power relationship, temporal and conflicting. These types of relationship found to have a negative impact on the respondents' activities as private tutors.
Community Engagement by Social Design: Research and Outreach Facing the COVID-19 Pandemic
Author: De Bernardi, Andréia Menezes
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Community Relationship,Universities,COVID-19,Pandemics,Older Adults,Outreach Programs,Research,Handicrafts

This article presents a university-community engagement project established between the Social Design Integrated Center of the Design School (CIDS/UEMG) at Minas Gerais State University in Brazil and the Lagoinha Complex community. The day before we started the extension project, Como a Palma de Minha Mão (Like the Palm of My Hand), social distancing was decreed in our town due to the COVID-19 pandemic. Three months after the suspension of our actions, we had adapted to all changes imposed by the pandemic and resumed activities. The pandemic challenged us to be open to learning more about and with communities as we have close contact with them, and to question how can we promote this type of engagement remotely. This challenge especially applies to the elderly population that represents the leading risk group but lacks access to new communication technologies in Brazil.
Virtual Engagement of Youth in the Time of COVID-19 and Social Uprisings: Youth Voice, Sex Trading, and the Future of Engaged Research
Author: Filoteo, Montana
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Participatory Research,Action Research,Youth,Social Media,Computer Mediated Communication,Sexuality,Business,At Risk Persons,Adolescents,Young Adults,Minority Groups,Youth Programs,Research Methodology,Participation

This article describes a novel virtual participatory action research (VPAR) approach to engaging youth who trade sex in Minnesota. The Minnesota Youth Sex Trading (MYST) Project switched to an entirely virtual format due to the COVID-19 pandemic. As part of an intergenerational team, Millennial and Generation Z researchers created a research-brand using technical marketing skills and knowledge of online youth culture to engage youth and other stakeholders in the project. This approach centered trust-building, accountability, transparency, and authenticity to build an online community and increase connection with marginalized young people via Instagram. Responding to COVID-19 and social uprisings, we have adapted our engagement strategies in ways that contain valuable insights into young people's engagement in research. This article illuminates promising VPAR principles to engage youth online as experts in prevention, intervention, and wellness promotion, yielding important new insights about the future of engaged research.
&quot;Plan for the Worst, Hope for the Best, but Realistically, Expect a Combination of Both&quot;: Lessons and Best Practices Emerging from Community-Engaged Teaching during a Health Crisis
Author: Mejia, Angie
Date: 2021-00-00
Type: Journal Articles
Subjects: School Community Relationship,COVID-19,Pandemics,Service Learning,Distance Education,Undergraduate Students,Educational Change,Best Practices,Active Learning,Student Projects,Minority Group Teachers,College Faculty

This article outlines a framework that I implemented when delivering a community-engaged course during the earlier days of COVID-19. I argue that these guiding principles--centering the community partners' needs, assessing and remaining flexible to students' circumstances, and cautiously mapping and selectively using institutional resources to deliver the course--allowed me to provide a community-engaged experience to undergraduate students despite pandemic restrictions. At the same time, I ensured that the intersectional feminist and critical ethos of the class was not compromised and that the commitment to the community partners' sustainability was not cast aside. Additionally, I share two detailed exemplars of community-based learning projects highlighting the possibilities, challenges, and limitations when applying this framework. I close this piece with several points of departure to stimulate future conversation among educators, researchers, and practitioners on the role of community-based service-learning during times of societal crisis.
Community-Based Participatory Research during the COVID-19 Crisis: Lessons for Partnership Resiliency
Author: Donnelly, Elaine K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Participatory Research,COVID-19,Pandemics,Resilience (Psychology),Action Research,Rural Areas,Urban Areas,Institutional Cooperation,School Community Relationship,Trust (Psychology),Universities,Problem Solving

This reflective essay explores how the strengths and even presumed limitations of community-based participatory and action research are critical assets to building and sustaining resilient research partnerships before, during, and after particularly difficult times. After highlighting key concepts from the boundary-spanning and resiliency literatures, we outline how four deep-seated principles of community-based participatory research (CBPR) contribute to building partnership and community resiliency. We draw upon our decades of experience across a wide range of both rural and urban partnerships to share examples of how these concepts were applied in actual research situations during the COVID-19 pandemic to understand how they sustain and strengthen partnerships and community impact.
Critical, Interdisciplinary, and Collaborative Approaches to Virtual Community-Engaged Learning during the COVID-19 Pandemic and Social Unrest in the Twin Cities
Author: Seru, Emily
Date: 2021-00-00
Type: Journal Articles
Subjects: Single Sex Colleges,COVID-19,Pandemics,School Community Relationship,Electronic Learning,Service Learning,Womens Education,Catholic Schools,Social Justice,Program Effectiveness,Active Learning,Student Projects

A women's university in Minnesota responding to the COVID-19 pandemic and social unrest in the Twin Cities provides a setting to explore ways in which critical, interdisciplinary, and collaborative campus approaches to virtual community-engaged courses and research bring focus to student learning and broaden the scope of collective university impact on urgent and emerging community issues. Three campus community engagement initiatives focusing on racial housing segregation, voting rights, and incarcerated women show the interplay and cumulative impact of curricular, cocurricular, and campuswide responses to systemic injustice. Drawing on interviews with faculty members, student evaluations, and community partner reflections, the author reflects on what can be learned from the adaptations represented in these three community-engaged initiatives during a time of crisis with critical and collective community and campus response.
Parent First, Essential Worker Second, Student Third: Lessons Learned from an Underrepresented Student&apos;s Journey in a Service-Learning Course during COVID-19
Author: Fry, Sara Winstead
Date: 2021-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,Nontraditional Students,Service Learning,COVID-19,Pandemics,Parents,Employees,Role Conflict,College Students,Student Attitudes,Guidance

In this reflective essay, I share lessons learned when COVID-19 necessitated immediate changes to service-learning during the spring 2020 semester. The pandemic created an environment that heightened awareness about meeting underrepresented students' needs and the benefits of solidarity and reciprocity when collaborating with community partners. As the pandemic unfolded, my focus shifted from honoring commitments to community partners and course learning objectives to recognizing that the complex realities of students' lives made being responsive to their needs paramount. One nontraditional student serves as a case study; her story underscores the deep ways the pandemic affected a student's personal and professional life. I close the article with four generalizable lessons learned that faculty can employ in support of students' success in service-learning: exercising solidarity, reciprocity, and flexibility; providing guidance in project selection; serving as model learner; and embedding support for parenting and caregiving students.