ethanporcaro/eric-fulltext-meta huggingface dataset:
Project Coach: A Case Study of a College-Community Partnerships as a Venture in Social Entrepreneurship
Author: Intrator, Sam M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Youth Programs,Outreach Programs,After School Programs,Service Learning,Conflict Resolution,Entrepreneurship,School Community Programs,Athletic Coaches,Partnerships in Education,Models,Case Studies,Program Descriptions

Project Coach is an after school program developed and directed by the authors. The program, which is set in a high-need urban community in Springfield, Massachusetts, teaches high school and middle school students to be sport coaches and then to run youth sport leagues for elementary-aged youth in underserved neighborhoods in their own community. The program's premise is that sport coaches must employ a complex repertoire of skills, behaviors, and aptitudes that are associated with high achievement and success across a range of domains including school. Project Coach utilizes coaching as the vehicle to teach and practice key achievement skills such as communications, initiative taking, perseverance, conflict resolution, and other leadership capacities. This article describes the story of how eight years ago the authors began with an academic-based research question about the achievement gap and now find themselves running a medium-sized youth program that has three significant goals. First, it is a multi-layered and busy program that operates four afternoons a week with almost eight adult staff, 25 teenagers, and nearly 100-elementary aged youth. Second, it is a Smith College community outreach initiative that provides community service learning placements and other opportunities for numerous college students and research opportunities for other faculty. Third, it serves as a &quot;laboratory program&quot; for developing curriculum, conducting research, and preparing future educators with the skills and understandings that are applicable to working in the emerging field of out-of-school time. The authors' experience developing the model and establishing Project Coach as a successful outreach program that is supported by the college and the community offers one lens into the process of designing sustainable partnerships between higher education and local communities. What is instructive and perhaps generalizable about their story to other faculty involved in the development of community partnerships is that they emerged not as a component of a formalized college initiative, but as an enterprise that grew out of a series of academic and theoretical questions. In reflecting on this journey, the authors believe that the lens of social entrepreneurship helps explain their development.
The Measure of Our Success
Author: Patrizio, Kami M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Ethics,Research Problems,School Community Relationship,College School Cooperation,Urban Areas,Partnerships in Education,Community Development

This article explores the process of problem framing in research, and considers the ethics of the framing in the context of the author's dual role as a researcher and educator seeking to engender learning amongst partnership stakeholders. In doing so, the author attends to issues of agency in partnership research by providing the situational context of her research and work in the community. She also includes excerpts from her research journal. These excerpts describe incidents that raised questions for her about the subtle nuances of research, agency, and common understanding in a community-university partnership. (Contains 3 endnotes.)
Preparing Teachers for Urban Schools: Evaluation of a Community-Based Model
Author: Catapano, Susan
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Urban Schools,Teacher Education Programs,Field Experience Programs,Reflective Teaching,Teaching Methods,Experiential Learning,Consciousness Raising,School Community Relationship,Environmental Influences,Cultural Influences,Program Evaluation,College School Cooperation,Professional Development Schools

Preservice teachers spend significant time in schools, observing, tutoring children, and learning to teach. On-site field experiences introduce aspiring teachers to life in schools, and are especially important for teachers who take their first teaching positions in urban schools. However, most preservice teachers spend little time in the community surrounding the school to understand the background and experiences of the children they will be serving. Teacher education programs do not always bring the aspect of the community into their programs. The authors of this article are guided by the beliefs that to meet the needs of the individual child, the teacher must see and appreciate the community where the child lives. In this article, the authors describe the community-based model of teacher preparation that they developed and the results of its evaluation. In the Community-Based Model (CBM), the community is the foundation upon which other pieces of the program rest; it becomes the crucial piece of the development of the new teacher. New teachers have a strong context as they apply what they are learning about the culture and history of the children in their classrooms with what they are learning about how to teach. The CBM includes three aspects of communities of practice: (1) opportunities for preservice teachers to develop an understanding of and begin to share the history and cultural perspective of the community of the children; (2) situational learning; and (3) reflective practice. These three contributed to creating culturally responsive, highly qualified, teachers for urban schools. (Contains 1 figure and 6 tables.)
Cultural Applications: Ideas for Teacher Education Programs
Author: Bartone, Michael
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Culturally Relevant Education,Preservice Teacher Education,Multicultural Education,Student Diversity,Teacher Student Relationship,Classroom Techniques,Minority Groups

Going to where students and their families live, play, and socialize is one way of creating personalized relationships. In the author's years of teaching he has always found it is the little things that make a huge impact on all the lives of people involved. By incorporating a real life cultural application piece, teacher education programs can give students the tools for interacting, understanding, and better serving the diverse groups of children they will likely encounter in their classes. The kind of training described in this article has the potential to facilitate a stronger relationship between new teachers and their students' families. A strong partnership between teachers, students, and students' families can have a positive impact on the students' and families' engagement in the education process. In this article, the author shares some ideas for teacher education programs.
New Goals, Familiar Challenges?: A Brief History of University-Run Schools
Author: Cucchiara, Maia
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Universities,Laboratory Schools,Educational History,College Preparation,Citizen Participation,Teacher Education,Urban Education,College School Cooperation,Educational Objectives,Institutional Mission,Elementary Secondary Education,Barriers

In fall 2001, the University of Pennsylvania opened a public elementary school a few blocks away from its West Philadelphia campus. With the opening of this school, Penn joined the list of colleges and universities that have recently gone into the business of operating elementary or secondary schools. In each situation, the university role differs somewhat--for example, Penn is working in partnership with the teachers union and school district, while the University of Chicago and several other universities actually run their own charter schools--but in every case the university is assuming a responsibility that has traditionally been outside of its sphere. Indeed, the founding of many of these schools was at least partly informed by a larger development in higher education: the emergence of a heightened commitment to civic and community engagement on the part of major research universities. In this article, the author uses primary and secondary source material to explore the history of these schools, examine the role they have played in the larger educational arena, and attempt to draw some connections between historical versions and their more recent incarnations. She argues that the latest round of university-operated schools, with their goal of serving low-income, urban communities, represents something of a new direction for this endeavor. She further argues, however, that an examination of the history of university-run schools has much to offer in terms of understanding the particular challenges such schools face. (Contains 11 endnotes.)
A Critical Analysis of Faculty-Developed Urban K-12 Science Outreach Programs
Author: Miranda, Rommel J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Urban Schools,Evaluation Methods,Outreach Programs,Criticism,Program Effectiveness,Faculty,Science Programs,Science Education,Program Evaluation,Geology,Earth Science,High School Students,Summer Programs,Secondary School Science,Faculty Development

In this article, the authors provide an overview and critically analyze three successful faculty-developed urban K-12 science outreach programs. They consider a successful outreach program as one that has been sustained for at least five years after initial funding, and has provided empirically-based research findings from the program. Additionally, the authors review each program from these three vantage points: (1) broader impacts on students and teachers; (2) program structure for participants; and (3) program assessment. The authors offer recommendations to help guide other higher education faculty interested in developing K-12 science outreach programs in urban settings. More specifically, this article seeks to determine answers to these questions: (1) What are the broader impacts of faculty-developed K-12 science outreach programs on teachers and students in urban school settings?; (2) How are faculty-developed K-12 science outreach programs structured specifically for teachers and students in urban school settings?; and (3) How are faculty-developed urban K-12 science outreach programs assessed?
Family Involvement in Four Voices: Administrator, Teacher, Students, and Community Member
Author: Wiseman, Angela
Date: 2010-00-00
Type: Journal Articles
Subjects: Parent Participation,Family Involvement,Parent School Relationship,Grade 8,Educational Opportunities,Poetry,Partnerships in Education,Goal Orientation,English Instruction,Cooperation,School Community Relationship,Urban Schools,At Risk Students,Financial Support,Teacher Attitudes,Student Attitudes

Collaborations and partnerships among schools and community members have been described as a way to provide better educational opportunities for students. Such school-community partnerships have been described as relationships that involve exchange and engagement with mutually defined goals benefiting all participants. However, the process of developing and articulating goals is complex and can be affected by the different participants' ideas about the program. This article considers how a parent involvement program in an eighth grade English classroom was affected by the collaboration and participation of a funding agency, a classroom teacher, a community poet, and students. Through conversations and observations with the participants, the author has examined how they perceive involvement within a poetry program that was developed to encourage family participation.
Democratic Education: In through the out Door
Author: Clapper, Michael
Date: 2010-00-00
Type: Journal Articles
Subjects: Schools of Education,Democracy,Teaching Methods,Preservice Teacher Education,Democratic Values,Student Participation,Teacher Education Programs,Conventional Instruction,Urban Schools

Democratic education, the idea that all members of a school community play meaningful roles in determining what is learned and how, has occupied a stable if marginal place in American educational discourse over the last century. Despite a continued interest in democracy as both a means and ends of schooling, schools of education have struggled to embrace notions of democracy in teacher education. The authors' experiences on both ends of teacher education--in universities and in urban schools--have led them to conclude that democratic education is difficult to do when theory and practice, learning and doing, unfold in vastly different communities. Reflecting on their ongoing work on designing and planning an experimental high school, in this essay the authors explore the relationship between the where and how of teacher education. They argue that traditional approaches to teacher education reinforce a didactic, and ultimately antidemocratic, model of teaching and learning in which knowledge is delivered from universities to schools. As an alternative, the authors outline their vision for a school in which both student and teacher education are grounded in principles of democratic learning. Ultimately, they believe that such an approach will result in both more engaged students and better-prepared teachers.
Maximizing the Opportunity Provided by &quot;Race to the Top&quot;
Author: Hershberg, Theodore
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Evaluation,Federal Legislation,Academic Achievement,Educational Change,Federal Government,Rewards,Educational Policy,Achievement Gap,Outcomes of Education,Incentives,Teacher Dismissal

Education policy makers have long searched for a system that will recognize and reward outstanding practice, support educators to improve their performance, and, most importantly, increase student achievement. For states and school districts to secure grants from the $4.35 billion Race to the Top (RTTT) Fund, President Barack Obama is requiring them to &quot;use data effectively to reward effective teachers, to support teachers who are struggling, and when necessary, to replace teachers who aren't up to the job.&quot; The scale of the federal investment in RTTT is unprecedented, and the four core education reform assurances--rigorous standards and internationally bench marked assessments, data systems tracing individual students and teachers, great teachers and leaders, and turning around struggling schools--send a strong message about the federal government's commitment to systemic change. But the most important among these assurances is the development of effective teachers, a clear indicator that the quality of instruction is now understood as the single most important influence on student progress. Like the No Child Left Behind Act of 2001, RTTT emphasizes the importance of improving teacher quality as a vehicle for accelerating student progress and closing achievement gaps. However, the new policy redefines the indicators used to measure student outcomes--and in turn, teacher effectiveness--by focusing on the growth that individual students make over the course of the year, rather than on their achievement level at a particular point in time. To receive funds, states' RTTT proposals have to include student growth as one of the multiple measures in an enhanced teacher evaluation system and propose plans to use this information in decisions related to compensation, career advancement, and tenure. In fact, states barring the use of student data in teacher evaluation are not even eligible to apply. This essay discusses various positions on current efforts and outlines a series of recommendations for reformers to keep in mind as they design new initiatives. To maximize the potential of these new policies to make good on their promised goals, states will have to build both the capacity and the will to sustain reform. (Contains 2 endnotes.)
Assessing Individual Performance in the College Band
Author: Reimer, Mark U.
Date: 2009-09-00
Type: Journal Articles
Subjects: Music Education,Musicians,Music,Music Theory,Performance Based Assessment,Student Evaluation,Informal Assessment,Grading,Evaluation Problems,Evaluation Criteria,Academic Standards,Academic Achievement,Evaluation Methods,Norm Referenced Tests

Semester assessment of college wind band members is an issue that conductors would probably agree falls within their academic freedom. Institutions may award as little as no credit or even a percentage of a credit for ensemble participation, although the time and effort required of the students and their conductor is undoubtedly equivalent to, or exceeds, that of a three-credit course. If an academic administrator, seeing a large percentage of A's in an ensemble, were to question the assessment process of the conductor and/or the rigor of the course, could that conductor produce tangible evidence, such as grades or numeric scores, to justify each student's grade? As improbable as this might sound to college wind band conductors, it was, for a brief period, a serious issue at the author's institution. The following article describes the situation that occurred and the resulting procedures and outcomes that put the issue to rest. (Contains 4 tables and 15 notes.)
Cultural Translation in Two Directions: The Suzuki Method in Japan and Germany
Author: Mehl, Margaret
Date: 2009-09-00
Type: Journal Articles
Subjects: Music Education,Musical Instruments,Foreign Countries,Music Teachers,Teaching Methods,Cultural Influences,History,Creativity

The Suzuki Method represents a significant contribution by a Japanese, Suzuki Shin'ichi (1898-1998), to the teaching of musical instruments worldwide. Western observers often represent the method as &quot;Japanese,&quot; although it could be called &quot;Western&quot; with equal justification. Suzuki left no detailed description of his method. Consequently, it is open to multiple interpretations. Its application, whether in Japan or elsewhere, represents an act of translation with its adaptation to local conditions involving creative processes rather than mere deviations from a supposedly fixed original. To illustrate the importance of historical context, the author discusses Suzuki's life and work, sheds new light on the significance of his studies in Germany in the 1920s, and explains the method's success in Japan and abroad by examining local and historical circumstances. Besides Japan, the author focuses on Germany, where Suzuki received most of his formal musical education. In contrast to other Western countries, particularly North America, the method has been slow to spread in Germany, although Japanese and Germans sometimes like to point out cultural affinities between the two countries. While this is an historical study, the suggested conclusion for music educators is that they judge the Suzuki Method on its pedagogical merits rather than on its Japanese provenance and that they continue the process of creative adaptation. (Contains 44 notes.)
Directors' Attitudes regarding Parental Involvement in the Middle School Choral Setting
Author: Rapp, Jeff
Date: 2009-09-00
Type: Journal Articles
Subjects: Parent Participation,Academic Achievement,Parent School Relationship,Researchers,Singing,Music Activities,Middle School Teachers,Music Teachers,Parent Child Relationship,Teacher Attitudes

Educational research strongly suggests that parental involvement is beneficial for academic achievement and scholarly studies have pointed to parents' seminal role in the education of young children as well as the need for continued nurture. Researchers indicate that parental involvement, however, tends to diminish over time and in many cases nearly disappears altogether during the middle-school years. This decline in parent-child connection, as Rutherford and Billig (1995) suggest, occurs at a most inopportune time in that the early teen years are crucial in making personal, relational, and educational decisions that have both immediate and lasting impact. In their study of successful teens, Csikszentmihalyi, et al. (1993), warned that teens who disengage from parents too early are more susceptible to negative peer pressures and tend to underachieve, while the most successful children are able to forge interdependent relationships with their parents. They conclude that so long as parent-child interactions remain non-threatening, parental influence remains a crucial element in the child's development. The aim of this study was to investigate middle school choral directors' attitudes and efforts in enhancing parental involvement in their programs. A model for investigation was devised by combining the approaches of previous researchers--primarily Ramirez (1999), Brand (1985), Macmillan (2004), Davidson (1996), Zdzinski (1994, 2002) and Sichivitsa (2001)--and inquiry was made into: (1) the directors' general attitudes regarding parental involvement; (2) methods and frequency of communication used by directors to promote involvement; and (3) directors' intentional efforts to promote involvement--further categorized as parental musicianship, parental supervision, and parental support.
A Principled Approach to Teaching Music Composition to Children
Author: Kaschub, Michele
Date: 2009-09-00
Type: Journal Articles
Subjects: Music,Teaching Methods,Music Education,Musical Composition,Theories,Educational Principles

Building on an apposition of the theories of neurobiologist Antonio Damasio and music theorist Heinrich Schenker, we posit a new model for developing composition instruction based upon the organic connections between humans and music. Parallels are drawn between Damasio's theory of consciousness in which meaning arises from the relationships between body, emotion, and feeling; and Schenker's theory of musical structure in which opportunities for meaning making are revealed between the ursatz (background), mittelgrund (middleground), and vordergrund (foreground) layers of a musical work. The resulting principles-based approach to instruction reprioritizes the roles of elements and compositional techniques to foster greater expressivity in children's compositions.
Engaging Music and Media: Technology as a Universal Language
Author: Carruthers, Glen
Date: 2009-09-00
Type: Journal Articles
Subjects: Music Education,Role of Education,Relevance (Education),Technology Uses in Education,Context Effect,Music,Figurative Language

The ambiguity in the first half of the paper's title--"Engaging music and media"--is intentional. Music is engaging in the sense that it implicates our hearts and minds. Music can also be engaged by and with media. And, of course, engagement is core to effective learning. The role of music education is always in flux. Aesthetic aims sometimes take primacy, while at other times music is taught as a means to some other end. As in ancient times, today music is taught largely for its ancillary benefits so that, in a curious twist, ancillary aims have become central and aesthetic aims have become ancillary to the study of music. There is another dimension to this discussion--now more relevant than ever--that I'll frame interrogatively. Where do media and new technology posit music learning along the aesthetic/ancillary continuum? Does technology aid teachers in realizing primarily musical or extra-musical goals? The simple answer is that it does both, but the reality is more richly layered than this. In fact, these questions raise wider issues concerning the relevance of music education in a technologically driven world. The present paper builds on my previous research on lifelong learning, diverse learner populations and community music, by considering music learning of all sorts in light of Jacques Ellul's statement that "[Technology] is, of necessity, ... our universal language" (The technological society, 1954, p. 132).