ethanporcaro/eric-fulltext-meta huggingface dataset:
Let the Right One In: Sports Leaders&apos; Shared Experiences of Including Refugee Girls and Boys in Sports Clubs
Author: Carlman, Peter
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Athletics,Refugees,Cultural Differences,Leadership Responsibility,Youth Programs,Masculinity,Femininity,Acculturation

This study investigated how gender and sports capital are expressed in sports leaders' talk about sports for young people with a refugee background. Empirical data were derived from four focus group interviews representing 21 sports club leaders in Sweden. The leaders defined boys and girls as distinct groups but also as groups within which there are differences. Compared with the boys, the girls were presented with lesser possibilities to participate in sports. According to the leaders, the differences in the group of girls rested on that the sports culture in the girls' country of origin, which may be more or less permissive for girls to be engaged in sports, whereas differences within the group of boys were understood in terms of bodies and mentalities.
&apos;Bursting with Activities&apos;: Impression Management as Edu-Business in School-Age Educare
Author: Holmberg, Linnéa
Date: 2019-00-00
Type: Journal Articles
Subjects: Marketing,Web Sites,Social Desirability,Foreign Countries,Information Dissemination,Public Opinion,After School Programs,Child Development,Child Safety,Leisure Time

Starting from an understanding of contemporary society as occupied with a dominant trend in image-boosting, the study explores how school-age educare centers engage in edu-business when promoting themselves through self-presentations on their websites. Using a qualitative method with an analytical attention directed towards unexpected angles, these self-presentations are problematized in terms of discursive impression management and with a focus on how messages are communicated by using different discursive resources to make the presentations trustworthy and selling. The edu-business logic found on the websites is not primarily about competition between different school-age educare centers, but is instead about competition between compulsory school and school-age educare, as well as the choice to participate or not in the education offered in the school-age educare centers.
Inequality in Extracurricular Education in Russia
Author: Kosaretsky, Sergey
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extracurricular Activities,Equal Education,Access to Education,Barriers,Context Effect,Rural Urban Differences,Socioeconomic Status,Social Capital,Geographic Regions,Educational Policy,Social Influences

The article considers the structure of the inequality of access to extra-curricular education in Russia and factors influencing it. Among the main barriers are the territorial context, urban and rural education, the families' socioeconomic status and cultural capital. It is also showed that the factors of the inequality are also produced with strong spatial (interregional, inter-municipal) differentiation; the sector's peculiarities of regulation and policy. Despite active measures of the state policy in increasing participation coverage of in extracurricular education and activities, the questions of social differentiation's risks remain not solved. Tools for identifying risk categories have not been developed.
Passing the Mic: Toward Culturally Responsive out of School Time Leadership
Author: Miller, Ishmael A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Relevance,Leadership Styles,Mentors,High School Students,Minority Group Students,Youth Programs,Culturally Relevant Education,Social Development,Emotional Development,Academic Ability

The aim of this study was to explore the application of culturally responsive school leadership (CRSL) in an out of school time organization (OST). This was accomplished by analyzing how the actions of leaders both enabled and constrained CRSL. Research was conducted with Inspire Mentoring an OST organization that provides mentoring services to approximately 90-120 high school students of color from freshman through senior year. Approximately 60% of the mentors identify as people of color. The data collected for this qualitative case study occurred over 6 months and included: 6 semi-structured interviews with executive leaders and adult mentors, 5 observations of organizational meetings and community workshops, and reviewed documents from Inspire Mentoring. The leadership practices observed were analyzed using the behaviors of CRSL. This study suggest that positional OST leaders should become more connected to their community understanding longstanding inequities, interrogate their own worldviews, and work in tandem with minoritized youth and community members to address cultural youth development needs.
Possibilities and Impossibilities for Everyday Life: Institutional Spaces in School-Age Educare
Author: Lager, Karin
Date: 2020-00-00
Type: Journal Articles
Subjects: After School Programs,Teacher Competencies,Teamwork,Educational Environment,Instructional Materials,Planning,Foreign Countries,Activities,Time,Elementary Education

This project aimed to investigate through empirical analysis the possibilities and impossibilities for everyday life in the institutional spaces of school-age educare. The data consists of twelve weeks of fieldwork in twelve settings and group interviews with staff teams in each setting. Through empirical analysis of the variation in institutional spaces, the results highlight the importance of academically educated staff, stable staff teams, dedicated rooms, available material, and time to plan and prepare their work as the distinctive features that co-construct possibilities and impossibilities for children's everyday lives.
Principals&apos; Perspectives on Pupils&apos; Social Learning in Swedish School-Age Educare
Author: Jonsson, Kristina
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Elementary School Students,Foreign Countries,Democratic Values,Administrator Attitudes,Systems Approach,Socialization,Teaching Methods,Administrator Role,Instructional Leadership

This article aims to investigate social learning in the Swedish school-age educare (SAEC) from a number of principals' perspectives. An abductive approach has been adopted to analyse the data from individual interviews with seven principals in school-age educare. The results are understood through an interactionist perspective, with Bronfenbrenner's (2005) bioecological system theory as a raster, which gives a didactic view on the principals' governing of the SAEC. Three themes were identified in the principals' perspectives, which are &quot;the core aim of the work in the SAEC,&quot; &quot;the staff's approach&quot; and &quot;pupils' democratic learning.&quot; The results suggest that the perspective of the principals is characterized by having the pupil in focus.
STEM Learning Ecosystems: Building from Theory toward a Common Evidence Base
Author: Allen, Patricia J.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Learning Processes,Ecology,Communities of Practice,Program Evaluation,Educational Assessment,Educational Planning,Capacity Building,Data Collection,Educational Quality,Educational Improvement,Partnerships in Education

An innovative system-building initiative known as the STEM Learning Ecosystems Community of Practice (SLECoP) is transforming U.S. STEM education through cross-sector partnerships between schools, afterschool and summer programs, libraries, museums, and businesses, among others. Although logic models exist to describe how SLEs can make positive contributions toward youth STEM learning in theory, it is unknown how individual SLEs are motivated or equipped to collect the evidence needed to demonstrate their value or abilities to solve the problems they were formed to address. The present study describes the results of a 34-item qualitative survey--completed by leaders of 37 SLEs from four U.S. regions--designed to understand where SLEs are in their evaluation planning, implementing, and capacity-building processes. We found that most SLEs were championed by the extended education sector, and all were highly motivated to conduct evaluation and assessment. Most communities reported a willingness to create a shared vision around data collection, which will help researchers and practitioners track, understand, and improve STEM quality and outcomes in and out of school.
University-Supported Networks as Professional Development for Teachers in School-Age Educare
Author: Glaés-Coutts, Lena
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Collaboration,Foreign Countries,Elementary Education,After School Programs,Teacher Certification,Teacher Competencies,Undergraduate Study,Networks,College Role,Teacher Attitudes

One of the most valued types of professional learning for teachers are forums that allow them to share their practices with other teachers. This is paper examines how university-based learning networks support the professional development needs of teachers in School-Age educare. University-supported network provide a more informal approach to professional learning and allows the teachers in School-Age educare to connect with other teachers in their field. The network further provides the participants an opportunity to be an active part of the research that is conducted at the university and a platform for developing a collective agency.
Mentor and New Teacher Self-Perceptions Regarding the Effectiveness of a Statewide Mentoring Program
Author: Schwan, Anna
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Beginning Teachers,Beginning Teacher Induction,Teacher Attitudes,State Programs,Program Effectiveness,Self Efficacy,Reflective Teaching,Teacher Collaboration,Instructional Improvement,Sense of Community,Teacher Persistence,Teacher Characteristics

This qualitative study examined the impact of mentor and new teacher pairings on the self-reported benefits of a statewide mentoring program for new teachers. Participants included 147 new teachers and 89 mentors in a Midwestern, rural state. Teacher demographics included all grade levels, different content areas, job alike and job not-alike pairings, and in-district and out-of-district pairings. Results indicated that the most similar pairings, i.e. same district and same position, reported the most positive mentoring experience. Several themes were identified by the mentors and new teachers as being benefits of the experience. Major themes identified by mentor teachers included reflection, positive interactions, collaboration, improved instruction, and improvement. Major themes identified by new teachers included improved instruction, collaboration, positive interaction, improvement, direction, and sense of community.
Integrating &quot;White&quot; America through the Erosion of White Supremacy: Promoting an Inclusive Humanist White Identity in the United States
Author: Borunda, Rose
Date: 2020-00-00
Type: Journal Articles
Subjects: Whites,Racial Discrimination,Humanism,Social Justice,United States History,Inclusion,Multicultural Education,Elementary Secondary Education,Humanistic Education,Teacher Education,Higher Education

The rich mosaic of U.S. demographics contains multiple languages, cultures, and belief systems. Yet, the historical legacy of an old, white supremacist &quot;master narrative&quot; continues to dominate our political, social, and educational systems. The authors of this paper are educators who teach in either K-12 classrooms or at the university level in the graduate education of counselors, teachers, and school administrators. As educators, we recognize that the old master narrative generates discord by emphasizing history that promotes the position and status of one group over another, which is antithetical in a democracy that is supposed to value all. Therefore, the authors challenge the biased and obsolete racist narrative that perpetuates cultural, psychological, educational, and sociological impairment. In addressing the embedded tenets of white supremacy, this article serves several purposes. First, the authors emphasize the need to re-frame how students are educated in both elementary schools and in higher education, urging the adoption of a humanist narrative that includes stories of Euro-Americans from the historical record who resisted white supremacy. It also offers recommendations for eradicating white supremacy across multiple contexts, including implications for the workplace. Further, it provides examples of how this alternative approach promotes positive integration of white Euro-Americans into the greater populace, leading to a more inclusive society.
A Narrative Policy Framework Analysis of Charter School Editorials in Local Media
Author: Ertas, Nevbahar
Date: 2020-00-00
Type: Journal Articles
Subjects: Charter Schools,Educational Policy,Public Policy,News Media,Content Analysis,Policy Formation,Local Issues,Case Studies,Politics of Education

Policy debates about charter schools are often dominated by polarizing emotional narratives. However scholarly attention on narratives in education policy, and especially narratives about charter schools in local contexts, has been limited. The recently developed Narrative Policy Framework (NPF) approach offers guidelines to systematically study the narrative elements and strategies that policy actors use to influence policy debates. Relying on NPF, we conducted a content analysis of editorials and op-eds on charter schools from three local newspapers published in the 10 year period before the adoption of the legislation to answer the following questions: How did the editorials and op-eds in local newspapers cover charter schools prior to adoption of the legislation? Specifically, is it possible to identify core structural elements e.g. setting, characters, plot, and morals of policy stories in these narratives? Do these elements differ by endorsed policy solution? Narrative elements in the form of policy solutions, story types, causal mechanisms, and characters were identifiable, and their use differed by the endorsed policy solution. The concluding section discusses the role of local policy stories in public policy making, and proposes directions for future research.
Selecting, Sequencing, and Connecting: Using Technology to Support Area Measurement through Tasks, Strategies, and Discussion
Author: Stehr, Eryn Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Mathematics,Grade 3,Grade 4,Grade 5,Educational Technology,Technology Uses in Education,Mathematics Teachers,Measurement,Discussion (Teaching Technique),Preservice Teacher Education,Faculty Development,Teacher Collaboration

This paper supports grades 3-5 mathematics teachers and considers how technology in the classroom can be used to support &quot;low threshold, high ceiling&quot; tasks and productive discussion. We present a description of a card-sorting task to support the &quot;5 Practices of Productive Mathematics Discussions&quot; focused on an online task designed to: be open to multiple levels of strategies, reveal misconceptions, and support students in developing more sophisticated conceptual understandings of area measurement. We present a sampling of strategies created by teachers (who were pretending to be elementary students) in past activities. We discuss approaches to connecting strategies for deeper understanding of area measurement.
The End of LIFE: Thoughts on the Marginalization of Powerful Service-Learning in Higher Education
Author: Solano, Gina L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Higher Education,High School Equivalency Programs,Preservice Teachers,Program Descriptions,Tutors,Tutoring,Adult Students,Courts,Drug Abuse,Law Enforcement,Literacy Education,Social Services,Program Evaluation,Community Programs,Financial Support,Urban Areas,Disadvantaged,Student Attitudes

This article describes a university service-learning program with preservice teachers who volunteered as tutors to teach in an adult GED program. The adult participants were involved in a local drug court program, which is a branch in the criminal justice system. Project Literacy Instruction to Further Education (Project LIFE) was developed by the researcher, to teach literacy skills, provide GED tutoring and post-secondary test preparation to individuals who were nearing completion in their drug court program, or to adults referred by other social service organizations. The purpose of this mixed-method study was to evaluate an innovative program that offered a course for improving the adult literacy problem in its community while providing opportunities for preservice teachers to build skills for teaching in urban settings. Although this project was successful while in effect, questions remain as to why the higher education institution that originally funded it, was unwilling to continue funding this program. Several questions remain about how does ending Project LIFE impact and reinforce the community's opinions of an institution who fluctuates in its dedication and support of community programs? How does the closure of this program perpetuate disenfranchisement of marginalized populations who are otherwise incapable of receiving support to complete their GEDs? Finally, what message is the institution telling faculty about its true dedication to service-learning and its value in their professional practice when they encourage community programs, but are not willing to continue financial and faculty support?
A Novel Approach to Integrated Science Teaching and Learning in a Selected Ghanaian Junior High School
Author: Klutse, Geoffrey Yao
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Junior High School Students,Foreign Countries,Secondary School Science,Integrated Activities,Knowledge Level,Science Process Skills,Thinking Skills,Comprehension,Planning,Lesson Plans

The study was about a novel approach to Integrated Science teaching and learning in a selected Ghanaian junior high school. In this study, the approach to teaching and learning Integrated Science has been made entirely new and meaningful in the sense that the four learning behaviours (acquisition of knowledge, comprehension, application of knowledge and experimental skills) which constitute profile dimensions were incorporated into the objective-stating, lesson-delivery and assessment of lessons. The researcher made use of profile dimensions in preparing lesson plans, taught students with the new strategy and assessed the impact of the new approach on students in terms of teaching and learning of science. The students were highly interested in answering low order question. About 80% of the questions were high order questions which were poorly answered. They actually showed very little interest in answering high order questions. However, as the weeks went by and the approach to teaching the new strategy was improved, students' interests were aroused and sustained leading to students demonstrating high ability to answer high order questions conveniently. By the end of the study, the students were able to set up and conduct experiments, observe the outcome and draw their own conclusions. The students could classify items based on their characteristics and discuss issues (like balanced diet) and outline the effect of malnutrition in animals. Students' scientific drawings were neater and clearer with less woolen lines. The implication of the finding is that, with these learning behaviours and skills, students could do analytical thinking and have the capacity to apply their knowledge to problems and issues.
The Role of the Capstone Project in Engineering Education in the Age of Industry 4.0 -- A Case Study
Author: Shurin, Avihai
Date: 2020-00-00
Type: Journal Articles
Subjects: Capstone Experiences,Student Projects,Engineering Education,Influence of Technology,Manufacturing Industry,Education Work Relationship,College Graduates,College Seniors,Stakeholders,Job Skills,Professionalism,Skill Development,Foreign Countries

The capstone project in many academic institutions is the high point of undergraduate studies in engineering. The transition of graduates to industry is still not optimal, and there is a disparity between the needs of industry and the actual ability of academia to meet these needs. This study examines the role of the capstone project as a pedagogical tool in the age of Industry 4.0 in the field of product development, and as a bridge between academia and industry. The study combines qualitative and quantitative methods, focusing on four stakeholders (academia, industry, students and advisors). The study is based on several sources, such as: semi-structured interviews, questionnaires, observations, and more. The study results indicate that the capstone project is important and valuable for industry and academia, as well as being perceived by students as the most important undergraduate course. Nevertheless, the results reveal that it has many gaps and shortcomings and illuminate the need for a deep perceptual and structural change. Academia should reconsider projects' length and define milestones in which independent learning is optimally enabled. The projects' contribution to academic institution reputation, should be considered when defining the project goals. Coping with the challenges and gaps found in this study, the project can also be used in order to reduce incongruities, while preparing the students in a better way for their professional role in changing environment.
Professional Learning in Appalachia
Author: Tooley, Melissa
Date: 2021-01-00
Type: Journal Articles
Subjects: Faculty Development,Credentials,Rural Areas,Elementary School Teachers,Secondary School Teachers

All teachers need high-quality, relevant, ongoing professional development, but it is particularly hard to come by in rural areas. The Kentucky Valley Educational Cooperative (KVEC), an educational service agency serving some of the most economically distressed rural counties in America, has been leading one promising model for delivering professional learning to educators in the region. Microcredentials are an important component. This article discusses KVEC's use of Microcredentials as professional learning tools to serve rural educators as well as outcomes, ongoing challenges, and consideration for State Boards.
Beyond College and Career Readiness: Education&apos;s Broader Purposes
Author: Beckham, Christopher
Date: 2020-00-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Role of Education,Liberal Arts,Problem Solving,Individual Development,Humanities Instruction,Core Curriculum

This essay argues that emphasizing &quot;college and career-readiness&quot; as the major goal of public education is too narrow a purpose for education. College and career readiness, if pursued exclusively, may deprive students of the problem-solving skills they need to live well-adjusted, flourishing lives. The purposes of education that were identified by diverse thinkers from the past may offer a better goal for education: aiming to produce good people. An argument is made that this goal can be pursued by utilizing a liberal arts curriculum featuring core texts. Examples from secondary literature on the value of such an approach are provided.