ethanporcaro/eric-fulltext-meta huggingface dataset:
Run that Sexy Motto by Me Again
Author: Gora, Joseph
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Ideology,Institutional Mission,Marketing,Institutional Characteristics,College Role,Foreign Countries

As temples of higher learning, universities are particularly partial to Latin phraseology. The more obscure the phrase, the better. Latin froth can also convey a potent image of lofty intellectualism that emboldens vacuous claims to &quot;higher education&quot; and &quot;excellence&quot;. The motto is indeed a wonderful window to the university's soul. It is what Oscar Wilde might have referred to as the triumph of hope over experience. In this article, the author talks about university mottos and presents examples of mottos that are emblazoned on university coats of arms. There are also many other promotional emissions to take into account, like mission/vision/value statements, that aspire to the other-worldly elitism of today's universities. The author describes a few examples of what some universities say about themselves.
Critical Pedagogy Is Too Big to Fail
Author: Shor, Ira
Date: 2009-00-00
Type: Journal Articles
Subjects: Critical Theory,Writing (Composition),Grading,Stakeholders,Motivation Techniques,Performance Contracts,College Instruction,Writing Instruction,Student Evaluation,Evaluation Methods,Evaluation Criteria,Educational Philosophy,Social Class,Role of Education,Basic Writing,Writing Skills,Teacher Student Relationship,College Environment,Democracy

This essay responds to Jane Danielewicz's and Peter Elbow's recent piece on contract grading in "College Composition and Communication" (December 2009). I discuss the similarities of their approach to my own contract process, finding that we share a quantitative/performative method for grading. I also explore our differences. While they guarantee students a B grade for meeting quantitative minimums and do not judge writing quality unless it is "better than B," I grade writing along the full spectrum A-F. I also negotiate the syllabus and grading system instead of announcing it unilaterally, so as to position students as stakeholders who co-author the terms of the contract. Finally, I argue the value of negotiated contracts in light of the neo-liberal capture of school and society.
Measuring Success in Summer Bridge Programs: Retention Efforts and Basic Writing
Author: McCurrie, Matthew Kilian
Date: 2009-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Transitional Programs,At Risk Students,Summer Programs,College Preparation,College Bound Students,Academic Persistence,Teacher Role,Developmental Programs,Basic Writing,Program Effectiveness,Reading Skills,Writing Skills,Mathematics Skills

The current economic and political environment has increased the pressure on higher education to deliver education that is cost-effective, standardized, and accessible. Summer bridge programs have traditionally been one of the economical ways to increase the access and retention of non-traditional, first-generation, or at-risk students. Retention efforts like summer bridge programs often require the collaboration of administrators and basic writing instructors who each may possess a different set of values and priorities. This article examines how administrators, basic writing instructors, and students define a successful summer bridge experience and how varying definitions of success influence programmatic revision.
The Accelerated Learning Program: Throwing Open the Gates
Author: Adams, Peter
Date: 2009-00-00
Type: Journal Articles
Subjects: Basic Writing,Community Colleges,Acceleration (Education),Mainstreaming,Program Effectiveness,Cost Effectiveness

This article reports on the Accelerated Learning Program (ALP), a new model of basic writing that has produced dramatic successes for the basic writing program at the Community College of Baltimore County. Borrowing from mainstreaming programs, studio courses, fast track programs, and learning communities, ALP, for four consecutive semesters, has doubled the number of basic writers who succeed in passing first-year composition, has cut the attrition rate for these students in half, has allowed them to accomplish this in half the time, and has done it all at slightly less cost per successful student than traditional basic writing courses. (Contains 5 charts.)
Writing Center Philosophy and the End of Basic Writing: Motivation at the Site of Remediation and Discovery
Author: Robinson, Heather M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Basic Writing,Educational Philosophy,Motivation,Remedial Instruction,Writing (Composition),Laboratories,College Students,Urban Universities,Locus of Control

At York College, many of the students fit the linguistic and educational profile of basic writers, and yet there is no remediation built into the curriculum. It falls to the writing center, then, to provide our students with the academic support that they need in order to move beyond being classified as developmental writers. In this article, I examine how our students are using the York College Writing Center, with a view to determining how a lower level of academic preparedness influences the kind of services that students seek and the kind of academic trajectory they follow. I suggest that the progress that we see these students making over the course of the semester can be best understood as a move from extrinsic to intrinsic motivation, rather than from lower- to higher-order concerns that is the professed goal of writing center philosophy. This article has implications for how writing centers can best serve less prepared students, especially in light of the national movement to end remediation, as well as for the ways in which we measure student success. (Contains 3 tables and 1 note.)
Standards, Teaching, Learning
Author: Rose, Mike
Date: 2009-00-00
Type: Journal Articles
Subjects: Academic Standards,Freshman Composition,Basic Writing,Student Experience,Student Evaluation,Teaching Methods,English Literature

Standards are the criteria we use to judge competence, and the incarnation of some version of the issue of standards has woven in and out of education policy for the last thirty years. Unfortunately, much of the discussion has been ideological, rigid, and cast in either/or terms. In this essay, I use examples from basic writing and freshman composition to try to reclaim the notion of standards for use in the classroom. I conclude with an extended illustration of how a teacher's standards, more broadly defined, might play out in considering whether and how to teach the old standard, James Joyce's short story "Araby."
Leadership in Science Education: Focusing on the Unknown and Moving to Knowing
Author: Yager, Robert E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Personality Traits,Elementary Secondary Education,Science Education,Department Heads,Administrators,National Standards,Educational Objectives,Leadership

The National Science Education Standards (NSES) articulates four goals (justifications) for requiring science in K-12 schools. An argument is made that science leaders must take the goals of science education seriously and use them to frame their teaching and staff development efforts. In this article, the author discusses the four NSES goals for science education and describes what school leaders need to do to meet the goals. For many the first goal is the most important since it ensures that every student will have a firsthand personal experience with science. This means exploring nature with a natural curiosity, which all humans enjoy. It means asking questions, identifying the unknown, proceeding to knowing--even if it is a personally constructed answer or explanation of the original question arising from personal curiosity. The first and overarching goal for science education for the decade following the 1996 publication of the NSES provides a direction for the field--every school science coordinator, supervisor, curriculum leader, and department head must internalize and work diligently toward meeting it. The other three goals focus upon experiences in school science which will affect the daily lives of students that can help them make better scientific and societal decisions and lead them to increased economic productivity. (Contains 4 tables.)
The Impact of New York's School Libraries on Student Achievement and Motivation: Phase II--In-Depth Study
Author: Small, Ruth V.
Date: 2009-00-00
Type: Journal Articles
Subjects: Academic Achievement,Librarian Teacher Cooperation,Student Motivation,Program Effectiveness,School Libraries,Media Specialists,Library Services,Surveys,Critical Incidents Method,Elementary School Students,Student Attitudes,Middle School Students,High School Students,Disabilities,Likert Scales,Library Skills,Teacher Attitudes

This article reports the results of the second phase of a three-phase study on the impact of the New York State's school libraries' services and resources on student achievement and motivation. A representative sample of more than 1,600 classroom teachers, students, and school library media specialists (SMLSs) from 47 schools throughout New York State participated in the second phase, the in-depth survey. The survey was divided into three sections: Likert-type multiple-choice item, Likert-type rating item, and critical incident item. Results reveal that (1) all groups perceive greater emphasis on skills for finding information than on skills for using or evaluating information; (2) elementary students perceive the SLMS as more autonomy supportive than middle or high school students; (3) students are largely unaware of librarian-teacher collaboration; (4) 69 percent of students visit their school library at least once a week, and most to do research; (5) students perceive &quot;maintaining a neat and orderly collection&quot; and &quot;maintaining a quiet study environment&quot; as the two most important services provided by the LMS; and (6) there is a lack of library services to students with disabilities. Additional findings are reported. (Contains 17 tables and 1 figure.)
Empirical Support for the Integration of Dispositions in Action and Multiple Literacies into AASL's Standards for the 21st Century Learner
Author: Arnone, Marilyn P.
Date: 2009-00-00
Type: Journal Articles
Subjects: Personality Traits,Information Literacy,Grade 8,Computer Literacy,Standards,Library Associations,Student Attitudes,Competence,Reading Ability,Information Skills,Recreational Reading,Predictor Variables,Achievement Tests,Student Empowerment

AASL's Standards for the 21st Century Learner are based on a number of common beliefs, including the importance of reading and technology skills, and the acknowledgement that the concept of information literacy has indeed become more complex since the last century. The data provided in this article support the importance of considering the dispositions-in-action component of the new standards when planning instruction. Specifically, this article investigates the contributions of perceived competence in information and digital literacy skills, perceived competence in reading, the disposition to read for enjoyment, and the disposition of curiosity, towards actual performance in an information and digital literacy skills knowledge test. Study participants included more than twelve hundred eighth grade students from twenty states. The study is grounded in historical literature on the construct of curiosity and on self-determination theory. Implications for curriculum design are discussed. The research was supported by a National Leadership Grant from the Institute of Museum and Library Services. (Contains 9 tables.)
Far Away, so Close: Preservices School Library Media Specialists' Perceptions of AASL's &quot;Standards for the 21st-Century Learner&quot;
Author: Mardis, Marcia A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Focus Groups,School Libraries,Media Specialists,Standards,Librarians,Student Attitudes,Library Associations,Information Literacy,Barriers,Program Implementation,Graduate Students,Educational Principles

Preservice school library media specialists will implement the AASL Standards for the &quot;21st Century Learner&quot; in their new roles. Drafted in 2007, the Standards reflect principles which school library media specialist must impart to learners to prepare them to be knowledge consumers, producers, and communicators in global environments. Because many new school library media specialists are currently classroom teachers, they have experiences with curriculum and professional standards that may influence their perceptions of school library media standards. In this study, the researchers convened focus groups of Master's in Library Studies students in an attempt to capture their perceptions and to determine their likelihood to support and implement new information-centered approaches to student learning. The results of the study suggested that preservice school library media specialists are eager to employ the freedom and creativity embodied in the Standards to foster learning experiences in which students can use their digital acumen to construct and express knowledge.
A Case Study of a Rural Iowa School Preparing to Meet New State Guidelines for School Libraries
Author: Krueger, Karla Steege
Date: 2009-00-00
Type: Journal Articles
Subjects: Democracy,Focus Groups,Qualifications,School Libraries,Educational Change,Library Services,Librarians,Case Studies,Qualitative Research,Rural Schools,Guidelines,State Standards,Small Schools,Interviews,Administrator Attitudes,Role,Information Technology,School Districts,Teacher Attitudes,Elementary School Teachers

A qualitative case study highlighting one rural Iowa elementary school provided insight into the issue of small schools without library programs as they are preparing to meet the Iowa reinstatement of the requirement for school library programs. The site was purposefully chosen because it has been operating without a school library program or professional teacher-librarian district-wide. All eight teachers and the nonendorsed library associate from one elementary school participated in either a focus group or semistructured interviews. The four district administrators were interviewed individually. Related documents were consulted. This study examined the status of the school library program, analyzed the stakeholder's perceptions and expectations for the school library program and instructional role, and identified supports and obstacles to implementing the new state teacher-librarian and school library program and requirements. Three themes emerged from the data, exemplifying the expectations surrounding this school's library program: (a) a minimal role for school library programs in the vision and reality of participants, (b) the invisibility of the professional qualifications and instructional and collaborative qualities of the teacher-librarian needed to increase program sustainability, and (c) a disconnect between the school library program and literacy, technology, and other curricular area school improvement initiatives. The results showed this school's library program denied students access to libraries and learning opportunities essential for a democratic education. The data from this case study support these conclusions by showing an inability of the local school district to create or sustain a high quality school library program without a state mandate and the inability of the current state mandate to instill a high quality school library program in this district. (Contains 2 tables.)
Promoting Equity in Children's Literacy Instruction: Using a Critical Race Theory Framework to Examine Transitional Books
Author: Hughes-Hassell, Sandra
Date: 2009-00-00
Type: Journal Articles
Subjects: Childrens Literature,Social Justice,Literacy Education,Student Diversity,Emergent Literacy,Social Theories,Racial Factors,Minority Groups,Ethnic Diversity,Racial Bias,Reading Material Selection,Equal Education,Librarians,School Libraries,Cultural Relevance

The purpose of this study was to examine books that support transitional readers to determine the representation of people of color. The findings were analyzed using critical race theory (CRT), a theoretical framework that places race at the center of educational research and discourse. The results indicate that despite the increasing ethnic and racial diversity in the United States, children of color are rare in transitional books. Even rarer are authors of color. The authors conclude that this lack of representation of people of color in transitional books is a subtle form of racism that denies children of color the kinds of resources research suggests they need to become motivated, engaged, and proficient readers. In the tradition of CRT, the article closes by offering nine strategies school librarians can employ to promote equity in literacy instruction for children of color. (Contains 4 tables and 1 figure.)
Acquisition of Intraverbal Behavior: Teaching Children with Autism to Mand for Answers to Questions
Author: Ingvarsson, Einar T.
Date: 2010-00-00
Type: Journal Articles
Subjects: Autism,Prompting,Generalization,Males,Intervention,Positive Reinforcement,Questioning Techniques,Behavior Modification,Responses,Verbal Communication

Four boys with autism were taught via echoic prompting and constant prompt delay to mand for answers to questions by saying "I don't know please tell me" (IDKPTM). This intervention resulted in acquisition of the IDKPTM response for all 4 participants and in acquisition of correct answers to most of the previously unknown questions for 2 participants. For 1 participant, tangible reinforcement resulted in increased frequency of correct answers, and direct prompting of correct answers was eventually conducted for the final participant. The IDKPTM response generalized to untargeted unknown questions with 3 participants. Results of person and setting generalization probes varied, but some generalization eventually occurred for all participants following additional training or interspersal of probe trials with training trials. (Contains 2 figures.)
Teaching Brain-Behavior Relations Economically with Stimulus Equivalence Technology
Author: Fienup, Daniel M.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Anatomy,Brain,Intervention,Brain Hemisphere Functions,Teaching Methods,Stimuli,Correlation,Concept Formation,Feedback (Response),Skill Development

Instructional interventions based on stimulus equivalence provide learners with the opportunity to acquire skills that are not directly taught, thereby improving the efficiency of instructional efforts. The present report describes a study in which equivalence-based instruction was used to teach college students facts regarding brain anatomy and function. The instruction involved creating two classes of stimuli that students understood as being related. Because the two classes shared a common member, they spontaneously merged, thereby increasing the yield of emergent relations. Overall, students mastered more than twice as many facts as were explicitly taught, thus demonstrating the potential of equivalence-based instruction to reduce the amount of student investment that is required to master advanced academic topics. (Contains 2 tables and 5 figures.)
Consistent Visual Analyses of Intrasubject Data
Author: Kahng, SungWoo
Date: 2010-00-00
Type: Journal Articles
Subjects: Inspection,Visual Perception,Data Analysis,Interrater Reliability,Graphs,Behavior Modification

Visual inspection of single-case data is the primary method of interpretation of the effects of an independent variable on a dependent variable in applied behavior analysis. The purpose of the current study was to replicate and extend the results of DeProspero and Cohen (1979) by reexamining the consistency of visual analysis across raters. We recruited members of the board of editors and associate editors for the "Journal of Applied Behavior Analysis" to judge graphs on a 100-point scale of experimental control and by providing a dichotomous response (i.e., "yes" or "no" for experimental control). Results showed high interrater agreement across the three types of graphs, suggesting that visual inspection can lead to consistent interpretation of single-case data among well-trained raters. (Contains 2 tables and 2 figures.)
Effects of Treatment Integrity Failures during Differential Reinforcement of Alternative Behavior: A Translational Model
Author: Pipkin, Claire St. Peter
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Problems,Disabilities,Integrity,Reinforcement,Behavior Modification,Intervention,Outcomes of Treatment,Special Needs Students,Undergraduate Students,Autism,Grade 4,Elementary School Students,Error Patterns,Adolescents,Mental Retardation,Special Schools,Time on Task

Differential reinforcement of alternative behavior (DRA) is used frequently as a treatment for problem behavior. Previous studies on treatment integrity failures during DRA suggest that the intervention is robust, but research has not yet investigated the effects of different types of integrity failures. We examined the effects of two types of integrity failures on DRA, starting with a human operant procedure and extending the results to children with disabilities in a school setting. Human operant results (Experiment 1) showed that conditions involving reinforcement for problem behavior were more detrimental than failing to reinforce appropriate behavior alone, and that condition order affected the results. Experiments 2 and 3 replicated the effects of combined errors and sequence effects during actual treatment implementation. (Contains 1 table and 7 figures.)
Descriptive Analyses of Pediatric Food Refusal and Acceptance
Author: Borrero, Carrie S. W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Topography,Behavior Modification,Probability,Eating Disorders,Child Health,Children,Reinforcement,Functional Behavioral Assessment,Parent Influence,Attention,Behavior Problems,Disabilities,Aggression,Self Destructive Behavior,Food

Functional analyses of inappropriate mealtime behavior typically include conditions to determine if the contingent delivery of attention, tangible items, or escape reinforce food refusal. In the current investigation, descriptive analyses were conducted for 25 children who had been admitted to a program for the assessment and treatment of food refusal to determine if the consequences commonly delivered during functional analyses were observed during parent-conducted meals. The conditional probabilities for the delivery of attention, tangible items, and escape following food refusal and acceptance were compared to the unconditional probabilities of each event. Results showed that attention and escape most frequently followed refusal and differed depending on the topography of refusal. Implications for further evaluations of food refusal using similar methods are discussed. (Contains 1 table and 4 figures.)
Use of Sounding Out to Improve Spelling in Young Children
Author: Mann, Tracie B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Spelling,Spelling Instruction,Teaching Methods,Young Children,Elementary School Students,Pretests Posttests,Comparative Analysis,Drills (Practice),Phonetics

We examined the effects of teaching 5 typically developing elementary students to sound out their spelling words while writing them using the cover-copy-compare (CCC) method to practice spelling. Each student's posttest performance following practice with sounding out was compared to that student's posttest performance following practice with no sounding out. For every student, posttest accuracy was higher following practice with sounding out, indicating that it is an effective and easily implemented strategy to improve spelling instruction. (Contains 1 figure.)