ethanporcaro/eric-fulltext-meta huggingface dataset:
College Student Mind-Set: Does Student-Parental Relationship Influence the Student's Mind-Set?
Author: Waithaka, Abel Gitimu
Date: 2017-06-00
Type: Journal Articles
Subjects: College Students,Parents,Parent Student Relationship,Parent Influence,Mothers,Fathers,Statistical Analysis,Parent Participation,Measures (Individuals),Social Support Groups

The purpose of this study was to examine influence mother and father nurturance on college students fixed and growth mindset. Studies have shown that students who have support of their parents have a better chance of acquiring a growth mindset and attitudes in order to succeed in post-secondary education. Data were collected among 167 adult college students, representing 137 (82%) female and 30 (18%) male participants. The participants completed a demographic survey, the Parental (Father) Nurturance Scale with 24 items, Parental (Mother) Nurturance Scale with 24 items and the Mindset Scale with 20 items. A One-Way ANOVA showed that there was a significant difference in a student's growth mindset that showed high social supports and life satisfaction for both traditional and non-traditional students. [This article appears in the v32 Jun 2017 issue of the journal, an editorial error cites v31 Jun 2017 on this PDF.]
Exploring Contributing Factors Leading to the Decision to Drop out of School by Hispanic Males
Author: Kent, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Males,High School Students,Dropouts,Decision Making,At Risk Students,Statistical Analysis,Educational Environment,Learner Engagement,Relevance (Education),Teacher Student Relationship,Student Surveys,Student Characteristics,Multiple Regression Analysis

The purpose of this study was to identify factors leading Hispanic male students in a mid-sized community in South Texas to dropping out of school, and to determine which, if any, of the factors caused the participant to first consider leaving school at an early age. This quantitative study tested academic systems within Tinto's theory of institutional departure (1994) by identifying factors within the classrooms and school that ultimately lead to the decision to drop out of school by students. In looking at young Hispanic males who have already dropped out of school in a mid-sized South Texas community, this study investigated factors that significantly contribute to the decision to leave school in order to provide educators with areas in which to focus in order to retain students who may otherwise drop out of school. The study focused on the following three variables: engagement in class, real-world connection to curriculum, and positive relationships with staff members and found that two of the three variables (engagement in class and real-world connection to the curriculum) contributed significantly to the decision to drop out of school by Hispanic males who first thought of leaving school at an early age.
Narratives Lost in the Box: The Trichotomy of Latina Student Identity Transition Stages Due to Mass Media and On-Campus Stereotyping
Author: Martinez-Vogt, Emily
Date: 2017-06-00
Type: Journal Articles
Subjects: Hispanic American Students,Females,Two Year College Students,Resilience (Psychology),Student Adjustment,College Environment,Racial Bias,Emotional Response,Student Motivation,Academic Persistence,Identification (Psychology),Self Concept,Barriers,Mass Media Effects,Ethnic Stereotypes,Focus Groups,Observation,Personal Narratives,Semi Structured Interviews,Qualitative Research,Case Studies

This theoretical paper is based on a larger study focused on understanding the experiences of Latina community college students. The purpose of this paper is to expand upon the Silence to Resilience Model, which involves four phases that Latinas encounter upon or throughout their transition to community college including: (1) Racism on campus, (2) Emotional reactions to the racism encounter(s), (3) Silence and resilience, and (4) Outcomes ranging from motivation to persistence. Throughout the four phases the transition of identity occurred for the participants of the larger study conducted. The identity transition experience that emerged from the larger study's findings involves growing and developing a new or modified identity as a Latina community college student who experiences unique challenges and barriers due to being Latina. Presented in this paper is the Identity Transition Cycle within The Box, a model involving a trichotomy of stages during which the identity evolves including: (1) Clarity and Insight, (2) Shifting Facet of Self, and (3) Embrace of Self. The identity transition cycle also encompasses Latina students gaining an understanding that barriers and oppressive experiences on campus are unique in that they occur due to being Latina. Although the identity transition that occurs along the continuum ultimately yields itself to an embrace of self, the process of identity transition for Latina community college students is often cyclical and influenced for better or worse by mass media and campus stereotyping.
Commentary on Eugene and Kiyo's &quot;Dialogue on Dialogic Pedagogy&quot;
Author: Wegerif, Rupert
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Philosophy,Dialogs (Language),Persuasive Discourse,Classification,Personal Autonomy,Teacher Student Relationship,Epistemology

This fascinating dialogue raised many questions. In this commentary I will focus on just three questions that particularly stimulated me to further reflection: &quot;why classification?&quot;; &quot;what is ontology?&quot; and &quot;where does agency come from?&quot; [This article provides a commentary on Eugene Matusov and Kiyotaka Miyazaki's &quot;Dialogue on Dialogic Pedagogy&quot; (EJ1148755).]
A Culturally Competent Immersion Protocol: Petit Goâve, Haiti
Author: Streets, Barbara Faye
Date: 2015-00-00
Type: Journal Articles
Subjects: Program Descriptions,Foreign Countries,Curriculum Development,Mental Health,Cultural Pluralism,Counselor Training,Workshops,Service Learning,Blacks,History,Human Services,Course Descriptions,Safety,Consultants,Scheduling,Program Evaluation,Student Surveys,Student Attitudes,College Students,Outreach Programs,Study Abroad,Nongovernmental Organizations,Cultural Context,Cultural Influences

In the human services professions, cultural immersion experiences help satisfy multicultural training standards established by national accreditation bodies. Immersion in a culturally sensitive manner is necessary as we prepare professionals to work with and serve citizens of the globe. The authors describe an international cultural immersion protocol with a semester-long course component, provide recommendations for curriculum developers who wish to establish similar programs, and summarize outcomes related to cultural awareness. Such information might aid other higher education programs aimed at developing similar protocols for their students.
Quality Assurance in Higher Education in Spain: An Overview of the Accreditation System
Author: Ríos, Cristina
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Quality Assurance,Accreditation (Institutions),Educational Practices,Educational Legislation,Educational Policy,Educational Change,Curriculum Development,Interviews,Qualitative Research,Content Analysis,Position Papers,Administrative Organization

Accreditation has become an important issue in Spain. This paper presents an overview of Spain's accreditation system; a system which is relatively new and has evolved rapidly, fostered by legislative mandates which established accreditation bodies to regulate the quality of higher education institutions. One of the initial challenges faced by accrediting agencies and universities in Spain was the need for a national curricular reform to transform the degree offerings across the country to match with the new European degree system. Discussion about the emergence of the accreditation system and the experiences of accreditors and academics during the nationwide curricular reform are included.
Lessons Learned from Implementing an Intercultural Communication Training Program for Pre-Departure Expatriates
Author: Velten, Justin C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Foreign Nationals,Cultural Awareness,Educational Quality,Foreign Countries,Overseas Employment,Travel,Accountability,Cross Cultural Training,Trust (Psychology)

Expatriate preparation is an ever growing area of interest in a globalized economy sharing a globalized workforce. For decades, scholars have sought methods for best preparing expatriates for host culture experiences. Research has revealed an array of factors leading to intercultural readiness success which has led to the creation of various assessments and training programs. Many of these programs offer strong returns on investment for governmental, private, and missions organizations that regularly send people abroad. However, even in the presence of research-based expatriate preparation programs, the expatriate failure rate still reaches nearly 65 percent. There seems to be a disconnect between even a high quality expatriate preparation program and the corresponding experience, revealing that even the best programs can fail to adequately prepare expatriates for an abroad experience. After a decade of studying and teaching intercultural communication, plus years of training pre-departure expatriates, the author offers a culmination of insight into potential issues that can arise in providing effective intercultural readiness training. Following examinations into the areas of trainee accountability, time required for growth, and trust between trainer and trainee, suggestions are provided for the implementation of an international travel preparation program that produces expatriates ready to face the challenges of life abroad.
In Bed with the Library: A Critical Exploration of Embedded Librarianship at the City University of New York
Author: Pollack, Julia
Date: 2017-00-00
Type: Journal Articles
Subjects: College Libraries,Urban Schools,Librarians,Barriers,Technology Uses in Education,Educational Technology,Role,Online Courses,Library Services,Librarian Teacher Cooperation,Online Surveys,Attitude Measures,Statistical Analysis

This project considers the efficacy and scalability of embedded librarianship initiatives within the City University of New York (CUNY) library system and presents findings of an original research study conducted in 2015. Through an analysis of recent LIS literature on embedment, response data from a survey of librarians, and a selection of library position descriptions, this article examines the implications of embedment practices for librarians and libraries. By shedding light on the extent and context of embedment, the platforms used in virtual embedment scenarios, and obstacles that librarians presently face, this study aims to pinpoint strategies for embedded librarianship initiatives and begin a productive dialogue about the future of library integration in classrooms and educational technology platforms.
Dialogue on Dialogue on Dialogic Pedagogy
Author: Sullivan, Paul
Date: 2014-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Teaching Methods,Epistemology,Persuasive Discourse,Classification,Social Theories,Political Attitudes,Criticism,Personality Traits,Educational Philosophy,Teacher Student Relationship

It appears that in September, 2011, Rome experienced much more than a dialogue on dialogic pedagogy but a gladiatorial clash of personalities and ideas. Heat, we are told, was generated (above, p.1) and in the dissipation of this heat on to the page, even the reader gets hot and flushed. We are told that arguments &quot;fail&quot; (above, p.16); that terms &quot;are not clearly defined&quot; (p.21), breakthroughs in classification (e.g. epistemological dialogical pedagogy) are tackled and dragged down to personal eccentricities &quot;his so-called epistemological dialogical pedagogy&quot; (p.22), politeness tries to get a grip periodically, &quot;I agree. But maybe I agree with Kiyo only to a point&quot; but shouting (e.g. capital letters/underlining terms--e.g. &quot;NOT the exclusive practice&quot; (p.26)) and assertions take over. Accusation fly--sometimes to the point of legal charges &quot;I charge the Epistemological Pedagogical Dialogue II with...&quot; (p.29).
How to Increase Awareness about the Issues Relating to the Indigenous Cultures of the Americas
Author: Gallegos-Ruiz, Antonieta
Date: 2014-00-00
Type: Journal Articles
Subjects: Cultural Awareness,American Indians,Interdisciplinary Approach,Cultural Differences,College Faculty,College Students,American Indian Culture,Pedagogical Content Knowledge,Active Learning,Teaching Methods,American Indian Languages,Spanish,Foreign Policy,United States History,Latin American Literature,Humanities,Course Descriptions

Teaching for cultural understanding has always posed many challenges regarding exactly what should be taught and how it should be presented. For instance: should students be taught a list of facts about another culture, which may lead to stereotyping? Should there be comparison between one's own and another culture, which may involve dealing with student attitudes, emotions, and beliefs? Should students learn about festivals, customs, literature, and food or should there be a greater focus on monuments and historic sites, which may lead to important omissions? (Omaggio Hadley, 2001). In addition to the difficult content selection process, professors often feel unprepared to teach students about a culture different from their own, since culture involves interdisciplinary knowledge. Moreover, once the content selection has been completed, professors need to address more general pedagogical issues. Research has shown that traditional lecture methods, in which professors talk and students listen, are less effective than &quot;active learning&quot; methods whereby students are actively engaged in higher-order thinking tasks, such as analysis, synthesis, and evaluation (Bonwell &amp; Eison, 1991). Thus, professors need to find ways in which students are actively engaged and able to experience the culture. This paper discusses how these challenges to teaching cultural understanding have been addressed by two professors in two different courses: Humanities 460: &quot;Language and Culture in Indigenous California,&quot; taught by Prof. Jany, and Spanish 370: &quot;Literature of the Conquest,&quot; taught by Prof. Gallegos-Ruiz.
Teaching Media and Culture of the Middle East to American Students
Author: Muhtaseb, Ahlam
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle Eastern Studies,Middle Eastern History,Instructional Design,College Faculty,College Students,Educational Strategies,Barriers,News Reporting,Cultural Education

Americans know very little about the Middle East in general despite the fact that the region is at the heart of American foreign policy. While no one doubts the importance of teaching the history, culture, and politics of the Middle East in the United States, lack of basic knowledge coupled with the strong antipathy toward Arabs and Muslims make classroom teaching about the region quite challenging. Given that the current Islamophobic discourse in mainstream media and imperialistic American foreign policy misinform students about who Middle Easterners are, the so-called &quot;war on terror&quot; causes educators to be uneasy about discussing the Middle East in their classrooms. A strong pro-Israel lobby and other pressure groups make it even more difficult to have an independent intellectual discussion of the Middle East because of intimidation and anti-Semitism accusations that follow discussions of the Palestinian plight or the issue of the Palestinian refugees. This essay will address the challenges and dilemmas the authors confronted when designing and teaching two courses on the Middle East at California State University, San Bernardino (CSUSB) in Southern California. San Bernardino is the poorest county in California and therefore the university has an important role in serving the most underprivileged student populations, both in terms of economic class and race. CSUSB has the second highest African American and Hispanic [especially Hispanic] enrollments of all public universities in California and seventy percent of those who graduate are the first in their families to do so (Office of Institutional Research, 2013). Taking into account the added challenge of the socioeconomic, ethnic, and racial composition of the university's student body, this essay describes the two classes developed under the grant, and identifies the challenges of teaching them and some of the pedagogical strategies and tools used to overcome these challenges
Exploring the Changing Face of School Inspections
Author: Brown, Martin
Date: 2016-00-00
Type: Journal Articles
Subjects: Inspection,School Visitation,Accountability,Self Evaluation (Groups),Governance,Educational Development,Educational Policy,Content Analysis,Educational Change,Educational Trends,Trend Analysis,Educational Quality,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment

Background: A number of countries have had school inspection for many years. The origins of these systems date back to the nineteenth century when mass public schooling was introduced, and education and other emerging public services were required to comply with centrally mandated rules and programmes. In contrast, many countries across the world have only introduced school inspection over recent decades as the perceived importance of educational quality as a driver of economic competitiveness has become influential in state policy. International bodies such as the OECD and, in particular, comparative evaluations of education systems such as PISA have led to a constant stream of interventions and reforms designed to deliver higher student performance outcomes. These factors have driven the growth of inspection. Background: A number of countries have had school inspection for many years. The origins of these systems date back to the nineteenth century when mass public schooling was introduced, and education and other emerging public services were required to comply with centrally mandated rules and programmes. In contrast, many countries across the world have only introduced school inspection over recent decades as the perceived importance of educational quality as a driver of economic competitiveness has become influential in state policy. International bodies such as the OECD and, in particular, comparative evaluations of education systems such as PISA have led to a constant stream of interventions and reforms designed to deliver higher student performance outcomes. These factors have driven the growth of inspection. Sources of Evidence: This study used document analysis of policy documents and existing research to deconstruct factors relating to the changing face of school inspection since the late 1990's. Main Argument: Formal processes of school inspection have become virtually universal. It is also argued that inspection, as it is now widely understood and practiced, has moved quite far from its historical roots and purposes. Inspection is now a complex component of wider modern concepts of public sector management and governance including quality, improvement, accountability, transparency and cost effectiveness. Conclusions: Historically inspection was largely about compliance with rules and to an extent to judge the work of individual teachers. Now, at least, in theory, it is as much concerned with creating a regulatory framework within which schools as organisations can enjoy greater autonomy while simultaneously being held responsible for student performance outcomes.
A Multivariate Examination of the Child-Abuse Potential of Parents with Children Aged 0-6
Author: Cetin, Zeynep
Date: 2016-00-00
Type: Journal Articles
Subjects: Child Abuse,Prevention,Family Violence,Infants,Toddlers,Young Children,Parents,Foreign Countries,Socioeconomic Influences,Screening Tests,Risk,Family Structure,Place of Residence,Family Income,Gender Differences,Age Differences,Child Neglect,Parent Surveys,Statistical Analysis

Problem Statement: Child abuse, defined by the World Health Organization as &quot;intentional or unintentional behavior by adults, society, or a country with negative consequences for the health and physical development of the child,&quot; is a social problem frequently encountered in all cultures and societies. It is need to this study because of parents in an important role about child abuse. Purpose of the Study: There are many studies on child abuse, and this article aims to contribute to the efforts of preventing such abuse by focusing on parents' abusive tendencies and examining the child abuse potential of parents using a number of variables. Method: Parents with children ages birth to six who reside in the province of Duzce constitute the population of this study. The sample group of the study consists of a total of 158 parents with children ages 0 to 6 and residing in the city center of Duzce, 96 of them mothers and 62 fathers. The child-abuse potential of the parents is the dependent variable of the study, while socio-demographic characteristics of the families and the children are the independent variables. Data collection instruments of the study are the Parents and Children Demographic Characteristics Form developed by the researchers, and the Child Abuse Potential Inventory (CAPI) developed by Milner (1976) and adapted to Turkish by Omer &amp; Sucuoglu (1994) with sufficient levels of reliability and validity. Findings and Results: It was found that child abuse potentials of the parents varied significantly by the number of residents in the house, by the place of residence, and by the income of the parents. Another finding was that the child-abuse potential of parents did not vary by gender and age. Conclusion and Recommendations: This study found that as the number of children increases, so does the child-abuse potential of parents. Therefore, in training and consultation sessions on family planning, the issue should also be discussed from the perspective of child abuse.
Forced Choices: Role Play and the Problem of Disappearing Syntax
Author: Kellogg, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,English (Second Language),Second Language Instruction,Role Playing,Teaching Methods,Syntax,Sentences,Grammar,Grade 3,Interpersonal Communication

We begin with the observation that some Korean elementary school children in English class, confined to a single situation and even a single language exponent in a role play, appear to produce far more coherent dialogue than the previous week when they were allowed completely free choices in language. We note that at the same time as their dialogue becomes longer, their sentences become shorter (tall and thinner on the printed page), and we suggest that the grammatical complexity is consciously unpacked as discourse complexity. When we turn to a large corpus of longitudinal and cross sectional data, we see, however, that &quot;thinner&quot; dialogue with short utterances is not always more creative, at least not grammatically. We see that the children are deliberately and consciously choosing more elliptical and less creative expressions when they speak. We generalize from this data to show that the problem is no mere artifact of the data sample. We theorize from this generalization to show that the development of the child's free will in syntax is related to a long chain of such constraints, leading from instincts to habits to intelligent choices oriented toward the immediate environment to acts of free will which are genuinely voluntary and which admit no sovereign but the child's developing self. Indeed, we shall argue that the exercise of this sovereignty is precisely how the child develops a self in the first place.