ethanporcaro/eric-fulltext-meta huggingface dataset:
Grandparental Death: Through the Lens of an Asian Child
Author: Lai, Wing-Fu
Date: 2012-01-00
Type: Journal Articles
Subjects: Grief,Diaries,Death,Grandparents,Coping,Asian Culture,Ethnography,Autobiographies,Children,Family Relationship,Foreign Countries,Identification (Psychology),Cultural Influences,Personal Narratives,Memory,Poetry,Emotional Response,Adjustment (to Environment)

Bereavement has been extensively studied over the years, yet scholarly work depicting, with the first-person perspective, the experience of childhood bereavement is severely lacking. The research question I set out to answer here is: What is it like as an Asian child to experience bereavement following grandparental death? As such, self-introspection was exercised, and this, together with the diaries and free writings generated at the time of my grandma's death, was used as the basis for autoethnographic reflections. It is hoped that my story presented here can offer a psychological portrayal of an Asian child enduring grandparental death, and illuminate the grandmother-grandson relationship in a Chinese society. (Contains 3 notes.)
Group Supervision Attitudes: Supervisory Practices Fostering Resistance to Adoption of Evidence-Based Practices
Author: Brooks, Charles T.
Date: 2012-01-00
Type: Journal Articles
Subjects: Evidence,Negative Attitudes,Supervision,Social Services,Substance Abuse,Resistance (Psychology),Adoption (Ideas),Supervisor Supervisee Relationship,Supervisors,Supervisory Methods,Qualitative Research,Barriers,Questionnaires,Employee Attitudes,Facilitators (Individuals),Creativity,Audiovisual Aids,Organizational Development,Best Practices,Group Activities,Mixed Methods Research,Surveys,Phenomenology,Program Evaluation,Urban Areas,Counseling Services,Counselor Attitudes,Counselor Certification,Counselor Training,Social Work,Caseworkers,Clinical Experience,Community Health Services,Interviews

The focus of this study was to qualitatively evaluate worker's attitudes about clinical supervision. It is believed that poor attitudes toward clinical supervision can create barriers during supervision sessions. Fifty-one participants within a social services organization completed an open-ended questionnaire regarding their clinical supervision experiences. Results suggest four key areas which appear to be strong factors in workers' experiences and attitudes regarding group supervision: a. facilitator's skill level; b. creativity; c. utilization of technology; and d. applicability. For organizations interested in overcoming potential barriers to adopting best practices, effectively addressing workers' negative attitudes toward group supervision would be a worthy endeavor.
Administrator Insights and Reflections: Technology Integration in Schools
Author: Berrett, Bryan
Date: 2012-01-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Program Implementation,Resistance to Change,Barriers,Educational Environment,Grants,Administrator Role,Administrator Effectiveness,Principals,Case Studies,Interviews,Observation,Scoring Rubrics,Questionnaires,Qualitative Research,Specialists,Administrator Attitudes,Middle Schools,School Culture,School Districts

There are numerous technology tools that educators utilize to support student learning. Often, technology is mandated from the top down with school administrators' responsible for overseeing the implementation. Innovative technological approaches to learning often meet resistance within schools. The pervasive culture in education is counteractive to technology integration, which may be useful to pedagogy and in the long run may help students deal with the ever growing level of technology present in today's society. Characteristics are identified at two out of four schools as a way of assessing the progress of technology integration and locating individuals who will help move the process forward. This knowledge, combined with competent leadership, makes the difference between success and failure of an innovation implementation. (Contains 2 tables.)
A Case Study of the Identity Development of an Adolescent Male with Emotional Disturbance and 48, XYYY Karyotype in an Institutional Setting
Author: Rausch, John L.
Date: 2012-01-00
Type: Journal Articles
Subjects: Emotional Disturbances,Group Homes,Emotional Development,Phenomenology,Identification (Psychology),Social Development,Adolescents,Males,Residential Care,Genetics,Environmental Influences,At Risk Persons

The goal of this study was to utilize a phenomenological case study design to investigate the individual and social identity development of an adolescent male who had been placed in a high-security group home setting. The participant had been identified with emotional disturbance (ED), and 48, XYYY karyotype. The participant described his social and emotional development as being impacted by his environment, his level of personal control, and his view of the future. (Contains 1 table.)
Conducting Qualitative Data Analysis: Qualitative Data Analysis as a Metaphoric Process
Author: Chenail, Ronald J.
Date: 2012-01-00
Type: Journal Articles
Subjects: Evidence,Qualitative Research,Figurative Language,Data Analysis,Coding,Researchers,Research

In the second of a series of "how-to" essays on conducting qualitative data analysis, Ron Chenail argues the process can best be understood as a metaphoric process. From this orientation he suggests researchers follow Kenneth Burke's notion of metaphor and see qualitative data analysis as the analyst systematically considering the "this-ness" of the data from the "that-ness" of the qualitative abstraction drawn about the data. To make this metaphoric pronouncement a convincing case to judges as to the veracity of the juxtaposition of the code to that which is coded, the analyst must employ a recursive process by showing the presence of the qualities of the unit of analysis in the product of the qualitative analysis as evidence of the quality of the analysis itself. This evidentially recursive act must be made overtly because in qualitative data analysis, the data do not speak for themselves.
Mixed-Methods Research Methodologies
Author: Terrell, Steven R.
Date: 2012-01-00
Type: Journal Articles
Subjects: Mixed Methods Research,Research Methodology,Quality Control,Statistical Analysis,Qualitative Research,Research Design,Evaluation Methods,Data Collection,Data Analysis

Mixed-Method studies have emerged from the paradigm wars between qualitative and quantitative research approaches to become a widely used mode of inquiry. Depending on choices made across four dimensions, mixed-methods can provide an investigator with many design choices which involve a range of sequential and concurrent strategies. Defining features of these designs are reported along with quality control methods, and ethical concerns. Useful resources and exemplary study references are shared. (Contains 6 resources.)
Conducting Qualitative Data Analysis: Reading Line-by-Line, but Analyzing by Meaningful Qualitative Units
Author: Chenail, Ronald J.
Date: 2012-01-00
Type: Journal Articles
Subjects: Qualitative Research,Data Analysis,Research Methodology,Reading,Researchers,Text Structure,Statistical Analysis

In the first of a series of "how-to" essays on conducting qualitative data analysis, Ron Chenail points out the challenges of determining units to analyze qualitatively when dealing with text. He acknowledges that although we may read a document word-by-word or line-by-line, we need to adjust our focus when processing the text for purposes of conducting qualitative data analysis so we concentrate on meaningful, undivided entities or wholes as our units of analysis. (Contains 1 figure.)
Metamorphosis: How Missouri Rehabilitates Juvenile Offenders
Author: Dubin, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Credits,Educational Opportunities,Delinquency,Juvenile Justice,Adolescents,Recidivism,Institutionalized Persons,Crime,Correctional Institutions,Criminals,Rehabilitation,Interpersonal Relationship,Correctional Education

Juveniles convicted of serious offenses usually end up in large correctional facilities that focus on punishment--not rehabilitation. The state of Missouri, however, has found a better way to help end the cycle of crime: by creating a network of small facilities that provide therapy and educational opportunities, it has dramatically reduced recidivism and helped thousands of youth make better choices in their lives. Tyler, Eric, and Jason are among those children. In their time at these state-run facilities, they have worked through their problems, earned academic credits, and renewed their interest in learning.
Juvenile Confinement in Context
Author: Mendel, Richard A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Crime,Safety,Group Homes,Juvenile Justice,Public Policy,Criminals,Correctional Institutions,Adolescents,Recidivism,Risk,Institutionalized Persons

For more than a century, the predominant strategy for the treatment and punishment of serious and sometimes not-so-serious juvenile offenders in the United States has been placement into large juvenile corrections institutions, alternatively known as training schools, reformatories, or youth corrections centers. America's heavy reliance on juvenile incarceration is unique among the world's developed nations. State juvenile corrections systems in the United States confine youth in many types of facilities, including group homes, residential treatment centers, boot camps, wilderness programs, or county-run youth facilities (some of them locked, others secured only through staff supervision). However, an avalanche of research has emerged over the past three decades about what works and does not work in combating juvenile crime. &quot;No Place for Kids: The Case for Reducing Juvenile Incarceration,&quot; the report from which this article is drawn, provides a detailed review of this research and concludes that there is an overwhelming evidence showing that wholesale incarceration of juvenile offenders is a counterproductive public policy. Many studies find that incarceration actually increases recidivism among youth with lower-risk profiles and less-serious offending histories. In this article, the author posits that the time has come for states to embrace a fundamentally different orientation to treating adolescent offenders--an approach grounded in evidence that promises to be far more humane, cost-effective, and protective of public safety than the timeworn and counterproductive reliance on juvenile incarceration. (Contains 1 figure and 7 endnotes.)
An Evolving Controversy: The Struggle to Teach Science in Science Classes
Author: Berkman, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Evolution,Biology,Climate,Science Instruction,Science Teachers,Theories,Preservice Teacher Education,Preservice Teachers,Controversial Issues (Course Content),Religion,Religious Factors,Secondary Education,Pedagogical Content Knowledge,Scientific Concepts

Although the level of controversy varies from one community to the next, biology teachers across the United States struggle to teach evolution. Some face pressure to teach both religious and scientific theories of human origins; others did not have adequate coursework on evolution during teacher preparation. As a result, many biology teachers are minimizing controversy, but also--often unintentionally--minimizing students' comprehension of the scientific evidence and consensus on evolution. The authors concur with the National Center for Science Education that "the most effective way for scientists to help to improve the understanding of evolution" is at the pre-service level. Simply requiring a pre-service course in evolution is likely to provide cautious but well-intentioned teachers with the tools to address and minimize pressure from their communities with a greater degree of confidence. They hope that educators will be supported by their administrators and community members so they can teach evolution, climate change, the antiquity of the universe, and any other socially controversial subject with the same commitment to scientific accuracy as when they teach other topics in science. (Contains 36 endnotes.)
Undermining Evolution: Where State Standards Go Wrong
Date: 2012-00-00
Type: Journal Articles
Subjects: Evolution,Instruction,State Standards,Science Education,Elementary Secondary Education,Theory Practice Relationship,Politics of Education,Creationism,Evidence,Critical Thinking,Program Evaluation

While many states are handling evolution better today than in the past, anti-evolution pressures continue to threaten state science standards. In April 2012, for example, Tennessee passed a law that enables teachers to bring anti-evolution materials into the classroom without being challenged by administrators. This law is similar to the Science Education Act passed in June 2008 in Louisiana, which is ostensibly an &quot;academic freedoms act&quot; meant to give teachers and students legal cover to debate the merits and veracity of scientific theories. In practice, such measures push a pro-creationist agenda--and give cover to those looking to teach intelligent design creationism. Though both acts are freestanding statutes with no direct link to the states' academic standards, they do damage by allowing for the introduction of creationist teaching supplements--thereby affecting classroom instruction. Tennessee and Louisiana are not the only states that have tried to undermine the teaching of evolution through legislation. Other states have undermined the teaching of evolution by singling it out as somehow not quite as &quot;scientific&quot; as other concepts of similar breadth. A common technique--used to a greater or lesser extent by Colorado, Missouri, Montana, and West Virginia--is to direct students to study its &quot;strengths and weaknesses.&quot; Even some of the nation's best standards subtly undermine the teaching of evolution. (Contains 4 endnotes.)
World-Class Ambitions, Weak Standards: An Excerpt from &quot;The State of State Science Standards 2012&quot;
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,State Standards,Academic Standards,Science Education,Academic Achievement,Science Curriculum,Educational Improvement,National Competency Tests,Evolution,Science Tests,Educational Assessment

A solid science education program begins by clearly establishing what well-educated youngsters need to learn about this multifaceted domain of human knowledge. The first crucial step is setting clear academic standards for the schools--standards that not only articulate the critical science content students need to learn, but that also properly sequence and prioritize that content. In the light of such standards, teachers at each grade level can clearly see where they should focus their time and attention to ensure that their pupils are on track toward college and career readiness. Thomas B. Fordham Institute, publisher of &quot;The State of State Science Standards 2012,&quot; has a long-standing interest in science standards and a history of reviewing them with care and rigor. This article provides analyses of the K-12 science standards currently in place in all 50 states and the District of Columbia, as well as the framework that undergirds the NAEP science assessment. The results of this rigorous analysis paint a fresh--but still bleak--picture. In 27 jurisdictions, the science standards earn a D or below. Yet this very weakness in what states expect of their schools, teachers, and students in science suggests that a purposeful focus on improving--or replacing--today's standards could be a key part of a comprehensive effort to boost science performance. (Contains 3 endnotes.)
Labor's Untold Story: A Textbook Case of Neglect and Distortion
Date: 2012-00-00
Type: Information Analyses
Subjects: United States History,High Schools,Textbooks,Democracy,Labor,Secondary Education,Textbook Evaluation,Civil Rights,Social Influences,Political Influences,Unions

In the high school history textbooks children read, too often they find that labor's role in American history--and labor's important accomplishments, which changed American life--are misrepresented, downplayed, or ignored. That is a tragedy because labor played (and continues to play) a key role in the development of American democracy and the American way of life. This article examines four high school textbooks developed by some of the leading publishers in the country: (1) &quot;The American Vision,&quot; published by Glencoe/McGraw-Hill in 2010; (2) &quot;American Anthem: Modern American History,&quot; published by Holt, Rinehart, and Winston/Harcourt in 2009; (3) &quot;United States History,&quot; published by Prentice Hall/Pearson in 2010; and (4) &quot;The Americans,&quot; published by McDougal Littell/Houghton Mifflin in 2009. Together, these books represent a significant percentage of the purchasing market for high school history textbooks. This review of high school history textbooks finds spotty, inadequate, and slanted coverage of the labor movement. Such coverage shortchanges students by not giving them a full and accurate account of labor history and the struggles of citizens acting collectively to bring about social progress and change. (Contains 18 endnotes.)
Distorting the Historical Record: One Detailed Example from the Albert Shanker Institute's Report
Date: 2012-00-00
Type: Journal Articles
Subjects: United States History,Civil Rights,Textbooks,Civil Rights Legislation,Labor,Unions,Activism,Federal Legislation,History Instruction,Textbook Evaluation

This article presents a detailed example from the Albert Shanker Institute's report that shows the error of U.S. history textbooks and how it is distorting the historical record. One of the most glaring errors in textbooks is the treatment of the role that unions and labor activists played as key participants in the civil rights movement. The textbook coverage of the civil rights movement is quite good, but the omission of organized labor's contribution to that movement is deeply problematic and seriously distorts the historical record. This article shows that there is no mention in the textbooks of labor's role in supporting the Civil Rights Act of 1964 and the Voting Rights Act of 1965. In short, the picture painted by U.S. history textbooks simply airbrushes labor out of this vital historical period and, in the process, paints an incomplete picture of both the labor and civil rights movements. (Contains 16 endnotes.)
Why Teach a 100-Year-Old Strike?: The &quot;Bread and Roses&quot; Centenary
Author: Diamond, Norm
Date: 2012-00-00
Type: Journal Articles
Subjects: Strikes,United States History,Textbooks,Unions,Labor Force,Labor Conditions,Civil Rights

Today's movement in support of the 99 percent is a reminder that throughout U.S. history, a major engine of change has been grass-roots organizing and solidarity. Major history textbooks, however, downplay the role of ordinary people in shaping events--especially those who formed labor unions and used the strike to assert their rights. One of the most significant strikes in U.S. history occurred 100 years ago, in the Lawrence, Massachusetts, textile mills, and yet it merits barely a mention in the most widely used U.S. history textbooks. It was known as the &quot;Bread and Roses&quot; strike because underlying the demand for adequate wages (&quot;bread&quot;) was a demand for dignity on the job and in life more generally (&quot;roses&quot;). Until this strike, the U.S. Congress was indifferent to working conditions. In this article, the author argues that educators should teach this 100-year-old strike because: (1) it opened possibilities that continue to resonate; (2) it was important in building some of the freedoms that are now endangered; and (3) there are parallels and lessons for the challenges people face today.
Knowing Ourselves: How the Classics Strengthen Schools and Society
Author: Dodington, Peter
Date: 2012-00-00
Type: Journal Articles
Subjects: Greek Civilization,Educational Objectives,Greek,Public Education,Latin,Classical Literature,Success,Self Concept,Metacognition,Critical Thinking

A longtime Latin teacher explains why studying the ancient Greek and Roman world and learning Latin help to achieve one of the central goals of public education: helping students think deeply about how they want to live their lives and what they hope to accomplish. After all, knowing oneself is the first step in achieving success in areas one truly cares about. If educators and critics want children to achieve not just success, but a success they truly want, they must help them first understand themselves. Then, the children will know what they value and can focus on success in that area, whether it involves wealth, fame, or other less measurable but no less important achievements. One of the central goals of the school system, then, ought to be instruction in self-knowledge. (Contains 7 endnotes.)
ABA, AAB and ABC Renewal in Taste Aversion Learning
Author: Bernal-Gamboa, Rodolfo
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cues,Testing,Discrimination Learning,Negative Reinforcement,Context Effect,Animals,Information Retrieval,Experiments,Responses,Conditioning

Context renewal is identified when the conditioned response (CR) elicited by an extinguished conditioned stimulus (CS) reappears as a result of changing the contextual cues during the test. Two experiments were designed for testing contextual renewal in a conditioned taste aversion preparation. Experiment 1 assessed ABA and AAB context renewal, whereas Experiment 2 assessed ABA, AAB and ABC context renewal. The procedure of both experiments included three successive phases: acquisition, extinction and testing. The acquisition phase involved one pairing of sucrose flavor with a lithium chloride (LiCl) injection in Context A for all groups of rats. The groups were exposed to the sucrose flavor alone during the extinction phase, for the groups AAB and AAA extinction was carried out in  Context A, whereas groups ABA and ABC were extinguished in Context B. Testing was done in context A for the groups ABA and AAA, whereas group AAB was tested in context B; lastly, the ABC group was tested in Context C. Results showed ABA, AAB and ABC renewal of conditioned taste aversion. The results are interpreted and discussed in relation to Bouton's (1994) retrieval of information model. (Contains 2 figures and 1 table.)
Context Switch Effects and Context Experience in Rats' Conditioned Taste Aversion
Author: Leon, Samuel P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Context Effect,Conditioning,Animals,Animal Behavior,Stimuli,Aesthetics,Experimental Psychology

Context specificity of rats' conditioned taste aversion as a function of context experience was assessed in two experiments. Rats received a single pairing between a flavor X and a LiCl injection in a distinctive context (context A) being subsequently tested either in the same context or in a different but equally familiar context (context B). Experiment 1 found that the context change attenuated aversion to X when contexts were new at the time of conditioning. No effect of context change was found when rats had experience with the contexts before conditioning. Experiment 2 found that consumption was lower in the context of conditioning than in the alternative context, regardless of whether the stimulus was conditioned or not, suggesting that contexts exert their control through direct context-outcome associations in this situation. (Contains 1 table and 2 figures.)