ethanporcaro/eric-fulltext-meta huggingface dataset:
Project SASI: A Community Engagement Project to Increase Recruitment and Retention of Professionals Working with Students with Sensory Impairments in Rural and Remote Schools
Author: Davis, Christopher S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Autism,Pervasive Developmental Disorders,Multiple Disabilities,Visual Impairments,Hearing Impairments,Special Education Teachers,Teacher Recruitment,Rural Areas,Rural Schools,Community Involvement,Sustainability,Models,Graduate Students,Training,Distance Education

Project SASI (Students with Autism and Sensory Impairments) tested the use of community engagement strategies to increase recruitment of professionals working with students with sensory impairments in rural and remote communities to address personnel shortages in these areas. The project was based on the intersection of high-impact strategies for recruitment of teachers in rural regions and a model of engaged scholarship for creating reciprocal learning relationships between faculty and communities. The project incorporated community engagement strategies before and during coursework, as well as a postfunding sustainability plan. Findings suggest overall satisfaction with the project and that professionals prepared with these connections to the community intended to remain in the region for many years. Further research is necessary to understand how individual components of engagement, as well as long-standing relationships between communities and faculty members, contribute to continued recruitment and retention of professionals working with students with sensory impairments.
The Effect of Town and Gown on Local Economic Development: An Analysis of Partnerships, Planning, and Policy
Author: Hatcher, William
Date: 2020-00-00
Type: Journal Articles
Subjects: Economic Development,Community Development,Partnerships in Education,Strategic Planning,Local Government,Public Administration,Nonprofit Organizations,School Business Relationship,School Community Relationship,Public Agencies,Community Characteristics,Universities,Policy Formation,College Role

The relationship between institutions of higher learning and their local communities is often described as &quot;town and gown.&quot; Few studies examine how these partnerships affect state and local public administration and local economic development. We analyzed data from the 2014 Economic Development Survey carried out by the International City/County Management Association (ICMA) to reveal empirical evidence regarding the factors that influence the formation of town and gown partnerships and the effects of these partnerships on local economic development. Communities that form town and gown partnerships were more likely to have written economic development plans and to utilize multiple development tools.
Social Justice and K-12 Teachers&apos; Effective Use of OER: A Cross-Cultural Comparison by Nations
Author: Tang, Hengtao
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Elementary School Teachers,Secondary School Teachers,Open Educational Resources,Cross Cultural Studies,Access to Computers,Barriers,Teacher Effectiveness,Cultural Differences,Internet,Differences,Regional Characteristics,Teacher Attitudes

Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even if they are able to source such resources (overcoming the &quot;first-level digital divide&quot;), many lack the practical capacity to effectively use (e.g., adapt) OER (the &quot;second-level digital divide&quot;). This exploratory research paper employs a cross-cultural perspective to interrogate how the second-level digital divide shapes K-12 teachers' effective use of OER. With the goal of understanding how this divide influences OERs' potential to enhance social justice, this research attempts to identify the factors accounting for teachers' effective use of OER -- and any reception gap -- between different countries by conducting a series of stepwise logistic regressions applied to a large-scale survey of K-12 educators. It does so by assessing OER use amongst 675 K-12 educators around the world in relation to their developmental and cultural contexts, as expressed through the Human Development Index, the Gender Development Index, and Hofstede's six dimensions of national culture. The findings of this exploratory study provide new insights to support OER adoption in K-12 settings worldwide from a cultural perspective.
Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom
Author: Brown, Monica
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Documentation,Equal Education,Notetaking,Computer Mediated Communication,Minority Group Students,Student Empowerment,College Students,Virtual Classrooms,Disadvantaged,Social Justice,Open Education,Critical Theory,Risk

Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures offered by open social annotation, while also bringing to the surface the critical tensions that may make engaging in social annotation more dangerous or ineffective for students from historically marginalized backgrounds. Finally, we will offer a framework for constructing social annotation assignments for the college classroom that functions to maximize the potential for equity while taking into account ways to minimize harm in the inevitable tensions of an inherently unsafe online environment. Critical social annotation will be explored as an alternative pedagogical approach.
Advancing Participant-Oriented Research Models in Research-Intensive Universities: A Case Study of Community Collaboration for Students with Autism
Author: Wright, Cheryl A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Participatory Research,Research Universities,Students with Disabilities,Autism,Pervasive Developmental Disorders,Inclusion,College Students,Partnerships in Education,School Community Relationship,Family Involvement,Community Involvement,Stakeholders,Scholarship

The purpose of this article is to advance the importance and value of participant-oriented research (POR) at research universities. We highlight a case study of community collaboration as it relates to a strengths-based educational model for students with autism. This evidence-based program's success centers on the inclusion of students, parents, and community partners in design, delivery, and evaluation. Bench science and experimental designs may be complemented by the inclusion of POR to address complex social issues.
On Knowing: Willingness, Fugitivity and Abolition in Precarious Times
Author: Stovall, David
Date: 2020-00-00
Type: Journal Articles
Subjects: History,Power Structure,Disease Control,Disease Incidence,Crisis Management,Whites,Advantaged,Social Differences,Social Values,Educational Environment,Social Justice,Social Discrimination,Teacher Role,Social Change,Self Determination,Educational Change,Literacy,Political Attitudes,Race,Critical Theory,Minority Group Students,Achievement Gap,Racial Bias,COVID-19,Pandemics

The author complements his JoLLE keynote speech, available on video, with an essay that situates historical means of oppression within two current pandemics: the coronavirus crisis and the longstanding crisis of White supremacy. He expands this notion to include societal advantage beyond Whiteness, particularly the advantages that accrue to wealthy, western European descended, able-bodied, cis-gender, Protestant, heterosexual males, whose lives have been normalized to represent all that is right and good. Schools, he maintains, are structured to support the value system of a single demographic group, making U.S. schooling fundamentally unjust extensions of discrimination more broadly practiced. He asserts that teachers dedicated to abolishing oppressive systems must teach to refute what the world says about Black and Brown youth. He maintains that a post-pandemic world would abandon its orientation to markets and status quo preservation. Rather, it will shift its emphasis to a commitment to cultivating students' knowledge of themselves, their solidarity as members of a community, and their self-determination beyond the bounds of the discriminatory structures that have long dominated US society and its schools.
Playful Images and Truthful Words: Eighth-Graders Respond to Shaun Tan&apos;s &quot;Stick Figures&quot;
Author: Reid, Stephanie F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Literary Genres,Grade 8,Reader Response,Multimedia Materials,Multiple Literacies,Secondary School Students,Visual Aids,Written Language,Critical Literacy

This interpretive study examined how eighth-grade students responded to a multimodal short story introduced to them by their English Language Arts teacher as part of a multimodal literacies curriculum unit. By analyzing fieldnotes constructed from observations, the classroom teacher's voice-recorded reflections, and the students' work, the author investigated how students articulated and described the relationships between words and images in multimodal texts. This study showed how students were open to multiple interpretive possibilities when reading images. However, when reading a text comprised of both words and images, students looked to written language as the most significant mode of representation and communication. Furthermore, most students in the class sought word-image coherence and alignment. The discussion suggests that multimodal literacies instruction might benefit from further alignment with critical literacy pedagogy, enabling students to question and challenge texts produced through any modal combination. Literacy education researchers and classroom practitioners have the potential to ensure that students are supported in becoming critical thinkers able to explore issues of representation within the multimodal texts that saturate their social worlds.
Seeing and Nurturing Young Children&apos;s Reading Identities
Author: Wagner, Christopher J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Attitudes,Identification (Psychology),Preschool Education,Preschool Children,Reading Instruction,Reader Response,Prereading Experience,Student Experience,Intention,Freehand Drawing,Play,Student Evaluation,Reading Habits,Family Life

Many approaches to reading that are common in schools focus narrowly on the skills and strategies that comprise the technical ability to read. In contrast, attention to reading identities prompts teachers to center children's ideas about what reading is and who they are as readers. In this article, the author draws on his own experiences with children in prekindergarten to examine the various aspects of children that together make them a reader, including how children conceptualize, perform, and experience reading, and how they connect reading to understandings of language and other aspects of their identities. The author describes approaches to learn about and assess children's reading identities that are based on his work in a prekindergarten classroom. These include intentional talk about reading, drawing about reading, observation during play and classroom activities, and family questionnaires. The author then provides guidance on how these assessments can inform classroom practices, and how teachers can account for the role of identities as they plan instruction for and support early reading.
Examining the Changing Shape of the Specialist Studio/Classroom Model in Communication Design Education Today
Author: Marshalsey, Lorraine
Date: 2020-00-00
Type: Journal Articles
Subjects: Communications,Design,Classroom Environment,Foreign Countries,Space Utilization,Educational Technology,Technology Uses in Education,Learner Engagement,Higher Education,Acoustics,Workshops,Freehand Drawing

The shift from specialised studio environments to standardized classroom learning has changed the shape of Communication Design education today. As networked learning and augmented digital classrooms continue to dominate higher education, the purpose of this paper is to examine the impact of a repertoire of learning spaces on students' engagement within contemporary Communication Design studio learning. This study proposes educators and learning space coordinators employ a methodological framework, known as a Methods Process Model (MPM), to empower students to form their own strategies for learning in conventional studio and generic classroom spaces. This paper discusses the findings from two case studies in the UK and Australia.
Forming and Sustaining a Learning Community and Developing Implicit Collective Goals in an Open Future Learning Space
Author: Rook, Michael M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Student Experience,Space Utilization,Affective Behavior,Sense of Community,Cooperative Learning,College Students,Interaction,Educational Facilities Design,Goal Orientation,Aesthetics,School Space,Situated Learning,Educational Equipment

This study investigates the role of space, material, and affect in undergraduate and graduate students' lived experiences within an open Future Learning Space. Future Learning Spaces (FLSs) blend the latest in architectural advances for space design (e.g., modern, flexible furniture within collaborative environments that provide bring-your-own-device [BYOD] connectivity) and advances in perspectives on learning and instruction (e.g., situated learning, distributed cognition, learning communities, knowledge building, collective inquiry; Hod, 2017). Findings suggest that the FLS was able to: (1) bring together individuals by producing individual and shared affective responses; (2) hold community together and inform perceptions; as well as (3) move the community together and shape practices. This study indicates that open FLSs are complex systems constructed by users, and users of open FLSs can meet some of the criteria for a learning community (LC), especially if we broaden the definitions to take into account implicit versions of an LC.
A Reflective Study of Online Faculty Teaching Experiences in Higher Education
Author: Perrotta, Katherine
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,College Faculty,Teaching Experience,Teacher Attitudes,Electronic Learning,Teacher Effectiveness,Faculty Development,Mentors,Academic Freedom,Professional Autonomy,Asynchronous Communication,Educational Technology,Integrated Learning Systems,College Environment

Despite the popularity of online course and degree offerings in higher education, a lack of data persists on the unique challenges and opportunities online faculty face. Gaining insights about these experiences is important to ensure the quality of online teaching as colleges and universities continue expanding e-learning programs. Therefore, the purpose of this study is to examine the online teaching experiences of two faculty members through the implementation of reflective study methods. Major findings show that faculty access to professional development and mentoring, isolation and connectedness to the campus community, and academic freedom and curriculum control have significant implications for online teaching and student learning. In the wake of COVID-19 as colleges across the nation suddenly are faced with moving to exclusively online learning, this study is needed more than ever.
Academic Challenges for Chinese Transfer Students in Engineering
Author: O'Connell, Robert M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,College Transfer Students,Teacher Student Relationship,Peer Relationship,Asians,Engineering Education,English (Second Language),Second Language Learning,Student Adjustment,Cultural Differences,Academic Achievement,Foreign Students,College Credits,Course Descriptions,Power Structure,Risk,Difficulty Level,Classroom Communication,Groups,Student Attitudes

This article describes a research study determining the most significant academic challenges experienced by Chinese transfer students in engineering at an American university. The survey-based study examined eight areas where transfer students may have academic difficulty and determined that the most significant of those concern transfer credit issues, student-instructor and student-student language difficulties, and classroom culture differences. The cultural differences, related to course syllabi, classroom discussion and group work, and frequency of assignments and exams, are partially explained in terms of a theoretical framework based on Hofstede's power distance and risk avoidance elements. Recommendations are made of ways to ease these challenges and make the intercultural experience richer for both the transfer students and their American hosts.
The Application of Metacognitive Note-Taking Skills in Reading Lessons to EFL College Students
Author: Phan, Mi Pham Kieu
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Notetaking,Reading Strategies,Questioning Techniques,College Students,Tourism,Program Effectiveness,Teaching Methods,Student Attitudes,Foreign Countries

Metacognition has been considered as a key element for successful self-regulated learning. However, it seemed foreign to EFL college students. The present study examined students' changes in metacognitive strategy use in the two conditions: one condition with the intervention of metacognitive note-taking skills (MNT) and one with the conventional teaching approach. Fifty-four students were randomly assigned to an experimental group (n=27) and a control group (n=27). Each group separately took part in a seven-session instruction outside school time, and then took a pretest and a posttest measuring their awareness level of reading strategy use. Nineteen out of the experimental participants individually attended semi-structured interviews, exploring their perceptions of the effect of MNT use while reading. The tests' results demonstrated that there were significant differences in their recognition of reading strategy use in both conditions. The qualitative findings reported on positive perceptions of the MNT application during reading sessions. Also, the participants showed some difficulties in the application of MNT. This study potentially provides an effective and innovative educational tool to enhance students' academic learning and their lifelong learning as well.
Challenges in Transnational Business Education: Learning and Teaching Perspectives from Australia and Singapore
Author: Pimpa, Nattavud
Date: 2020-00-00
Type: Journal Articles
Subjects: Business Administration Education,Feedback (Response),Teaching Methods,Learning Processes,Instructional Leadership,Governance,Foreign Countries,Student Attitudes,Cross Cultural Training,Undergraduate Students,Course Content,Intercultural Communication,International Education,Teacher Attitudes,College Faculty,Educational Cooperation,International Cooperation,Program Descriptions,Transfer of Training,Study Abroad,Foreign Students,Barriers,Learner Engagement,Educational Experience

Management of learning and teaching in a transnational business education program can be a true challenge for institutions in both home and host countries, especially with leadership and governance. In this article, we seek to define challenges in engaging business students in a transnational education program operating in Singapore and Australia. From the interviews with students and staff, we identified feedback, communication, and transferability as important factors promoting engagement among students in the transnational program. We highlight learning strategies to support ongoing engagement among students in a transnational business education program. The findings suggest that contextualizing the local and international issues is crucial in the management of a transnational business education program if students are to develop global competencies.
Learning Spaces and Well-Being: What Is Happening in France
Author: Jeannin, Laurent
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Space Utilization,Well Being,Educational Environment,Student Needs,Pollution,Acoustics,Elementary Secondary Education,Preschool Education,Environmental Influences

The impact of space and furniture on children starts to be taken into consideration in the mid 19th century, in France. New legislation changes the face of the school and the reflection around architecture and learning spaces. Nowadays, learning spaces are an important part of the school design: numerous studies have demonstrated the impact of space on learning abilities, cognitive performances or well-being. In this piece, we are trying to explain the French point of view, and the goals to achieve regarding the relationship between space, architecture and happiness -- as a holistic approach of well-being and performance -- at school.
How Do Makerspaces Communicate Who Belongs? Examining Gender Inclusion through the Analysis of User Journey Maps in a Makerspace
Author: Melo, Marijel
Date: 2020-00-00
Type: Journal Articles
Subjects: Shared Resources and Services,Gender Bias,Gender Differences,Educational Technology,Technology Uses in Education,Cooperative Learning,Academic Libraries,Student Behavior,College Students

The tension between cultivating inclusive library makerspaces and the gender biases rooted in the spatial configurations of makerspaces are examined in this article. This case study outlines a pilot study that investigated the relationship between gender identity and the decisions that study participants made regarding how and why they navigated a library makerspace in a certain way. Specifically, the guiding research question asked: &quot;How does gender identity potentially impact the creation processes and behaviors of students in techcentric environments such as makerspaces?&quot; The study yielded three preliminary findings: men-identified users were more mobile in the makerspace than women-identified users; conventional makerspace technologies were readily coded as being either associated with men or women; participants pointed to gender identity as a factor informing their decisioning during their collaborative making experience.
The Effects of Classroom Seating Layouts on Participation and Assessment Performance in a Fourth Grade Classroom
Author: Rogers, Kali
Date: 2020-00-00
Type: Journal Articles
Subjects: Classroom Environment,Space Utilization,Grade 4,Elementary School Students,Student Participation,Student Attitudes,Tests,Scores

The focus of this study was to look at how the seating layout effects participation and assessment performance overall as a class. The participants were 23 fourth grade students at a Louisiana elementary school. Three layouts were tested: small groups, horseshoe, and pairs. This study included three, two-week rounds of research. The collection process consisted of a series of mixed methods. According to three of the four data sources, the most significant finding from this study indicated that out of the three layouts, the horseshoe formation was the most effective arrangement for student learning in the fourth-grade classroom.