ethanporcaro/eric-fulltext-meta huggingface dataset:
Philosophy for Children
Author: Kim, Angela
Date: 2012-00-00
Type: Journal Articles
Subjects: Philosophy,Children,Teaching Methods,Grade 5,Elementary School Students,Class Activities,Classroom Techniques

When the author was first introduced to philosophy for children (p4c) Hawai'i, it made her cringe. She wasn't sure what it was all about, but it reminded her of a miserable past experience of sitting in a circle. Sitting in circles is the sort of activity that she tries to avoid in life. She was told that Dr. Thomas Jackson, aka Dr. J, would guide the p4c discussions in her class. Dr. J is the best, and he is widely adored by the students at the school. She can no longer call p4c Hawai'i a waste of time. She could see that there was a huge difference between the discussion circles of her past and p4c circles. It soon became clear that the students weren't the only ones benefiting from p4c. She was beginning to think about things in a deeper way and ask questions about what was really being said.
Critical Communities: Intellectual Safety and the Power of Disagreement
Author: Butnor, Ashby
Date: 2012-00-00
Type: Journal Articles
Subjects: Safety,Educational Philosophy,Philosophy,Children,Undergraduate Study,Inquiry,Teaching Methods

The author was involved in philosophy for children (p4c) Hawai'i for many years during her graduate studies. It was her first introduction to &quot;teaching,&quot; or, more accurately, the facilitation of philosophical inquiry. What she would call the &quot;p4c pedagogy&quot; has become infused into her undergraduate teaching. The Good Thinker's Toolkit, the model of reflective community inquiry, and the desire to &quot;scratch beneath the surface&quot; are woven into the foundation of her courses, even when p4c is never explicitly discussed. At the beginning of each semester though, there is one concept that stands out as a recurring challenge: intellectual safety. Intellectual safety is often conflated with the feeling of being comfortable. It is her claim that intellectual growth, for both an individual and a community, must involve some kind of discomfort. She sees this discomfort as a natural by-product of an initiation to interactive, dialogue-driven learning. She recommends that educators reconceive intellectual safety to embrace something more than simply feeling comfortable.
Philosophy for Children in Hawaii: A Community Circle Discussion
Author: Lukey, Benjamin
Date: 2012-00-00
Type: Journal Articles
Subjects: Philosophy,Elementary School Students,Kindergarten,Elementary School Teachers,Elementary Schools,Discussion

In spite of the many different &quot;flavors&quot; of philosophy for children (p4c) Hawai'i, one undeviating element involves the creation of a community for intellectually safe philosophical inquiry. The first step in this process is usually an activity in which the participants work together to fashion a &quot;community ball&quot;. It's a process that Thomas Jackson teaches in his PHIL 492 course. In this article, teachers and p4c facilitators share how they created a community ball or community circle. (Contains 1 endnote.)
The High School Philosopher in Residence: What Philosophy and Philosophers Can Offer Schools
Author: Lukey, Benjamin
Date: 2012-00-00
Type: Journal Articles
Subjects: Teachers,Teaching Methods,Philosophy,Classrooms,Public Schools,High Schools,Students,Questioning Techniques,Inquiry,Discussion (Teaching Technique)

Ever since Thomas Jackson introduced philosophy for children (p4c) to Hawai'i in the mid-1980s, one of the defining characteristics of his p4c Hawai'i program has been its commitment to working with classroom teachers in Hawai'i's public schools. Part of the program's mission has been to find every way possible to support these teachers, both in their classrooms and as faculty in a school setting. This has aided the teachers to develop their own intellectually safe communities of philosophical inquiry and to grow as colleagues engaged in philosophically fruitful reflections on issues that matter to them. All this has helped to create a deep-seated commitment among the teachers to p4c as a basic approach to teaching, rather than just another passing programmatic fad. Until relatively recently, much of the focus had been on working with teachers in elementary school classrooms, where they had the freedom to set aside time for p4c each week. (Contains 8 endnotes.)
Thinking Processes in Middle School Students
Author: Matsuoka, Caryn
Date: 2012-00-00
Type: Journal Articles
Subjects: Decision Making,Problem Solving,Middle School Students,Thinking Skills,Interviews,Vocabulary,Focus Groups,Elementary School Students,Grade 6

As part of the author's doctoral program at the University of Hawai'i at Manoa, she conducted a study to determine whether and how former sixth-grade students at Waikiki School were using the thinking processes and strategies they were taught in elementary school when they were in middle school. In order to find this out, she interviewed eight former students who had graduated from Waikiki Elementary School in the 2002-2003 school year. In analyzing the data from her interview transcripts, she discovered that the students had retained some of the p4c Hawai'i vocabulary that they had learned in elementary school. This vocabulary was an essential part of the problem-solving processes that teachers had taught in the Habits of the Mind and the p4c Hawai'i programs. These were the concepts that had helped set the groundwork for the students to become more skillful problem solvers and decision makers. An important finding of the study was that although there were times that the students used the &quot;thinking processes&quot; to make decisions that led to positive consequences, there were also times when they used Habits of Mind and p4c Hawai'i concepts to excuse or rationalize negative behavior.
Philosophy for Children Kenyan Style
Author: Odierna, Rebecca
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Rural Education,Foreign Countries,Educational Change,Course Content,Philosophy,Rural Youth,Evaluation

It was the last day of Philosophy 492, the author's college course dedicated to teaching the principles and strategies of philosophy for children (p4c) Hawai'i. Months before she joined the Philosophy 492 class, she was asked to join Emerging Humanity as a volunteer in a project that focused on enhancing the classroom environments at the organization's partner schools throughout the Nyanza Province of Kenya. It was not shocking to hear that many of Kenya's rural students are failing school. As an aspiring teacher she was intrigued by the educational philosophy of p4c that focused on student dialogue in communities of inquiry. Throughout the semester, she participated in p4c communities in college level classes and joined in p4c discussions at a local high school. The experience provided clear evidence to her that this kind of instruction worked in practice. The change in the classroom dynamic and the shift in the girls' attitudes during her stay was enough to satisfy her and leave her with the feeling that her time and efforts in Kenya were all worthwhile.
&quot;What Do You Want to Talk about?&quot;--p4c Lessons in the Family
Author: Albertini, Tamara
Date: 2012-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Sons,Family Relationship,Parent Student Relationship,Interpersonal Relationship,Family (Sociological Unit)

The author was surprised by the question her son Peter asked her, &quot;What do you want to talk about?&quot; This is the first time her son is inquiring about something that she would like to share with him. No matter how often she hears it, it always makes her smile. It isn't just the question. It's also the very earnest face that Peter wears when he puts the question to her and her husband. He has a way of conveying to them that he is genuinely interested in what they have to say. She and her husband finally understood where that &quot;What do you want to talk about?&quot; question came from. It came straight out of the P4C sessions at Waikiki School, and Peter had adapted it to their family conversations!
Raising the Bar: Love, the Community of Inquiry, and the Flourishing Life
Author: Yos, Thomas B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Philosophy,Caring,Thinking Skills,Accountability,Inquiry,Children,High Stakes Tests,Scores,Tests,Elementary School Students

The author has been working at the same elementary school in Hawai'i for nearly twenty years. Nearly ten years ago, he argued in his doctoral dissertation that philosophy for children and its pedagogy of the community of inquiry is good for kids. His thesis is this: In today's American educational climate, with its laser-sharp focus on &quot;accountability&quot; and &quot;raising the bar,&quot; the community aspect of &quot;community of inquiry&quot; is more important than ever. It is so important because it purposefully cultivates what many of today's schools are unwisely leaving too far on the fringe: the loving, caring, fun-filled human relationships which are at the core of human flourishing. In order to support this thesis the author will endeavor to establish four points. First, he will argue that loving human relationships are at the heart of a well-lived life. Second, he will contend that schools properly ought to concern themselves with the cultivation of such relationships. Third, he will propose the controversial claim that schools aren't doing a good enough job of addressing this concern. And finally, he will assert that philosophy for children's (P4C's) &quot;community of inquiry&quot; approach is an effective means for cultivating such relationships. (Contains 5 endnotes.)
Community in the Classroom: An Approach to Curriculum and Instruction as a Means for the Development of Student Personal Engagement in a High School Classroom
Author: Jones, Tammy
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Classroom Environment,Memorization,Federal Legislation,Philosophy,Educational Legislation,Teacher Student Relationship,Learner Engagement,High Schools

NCLB has created a climate where teachers feel increasingly pressured to ensure their students pass the test, with the result that they allocate less time for purposeful and authentic learning experiences (Kohn, 2004). Thus, rote memorization is favored over inquiry. Teachers must aim to create a classroom environment that recognizes and values students' genuine thoughts, questions, and ideas. They should aim to provide them with opportunities to express their thoughts and feelings and to learn to work with others in a constructive way. Philosophy for Children (P4C) is at the core of the author's approach to teaching. P4C is a curriculum approach created by Matthew Lipman, a professor of philosophy at Columbia University, as an attempt to &quot;improve children's reasoning abilities by having them think about thinking as they discuss concepts of importance to them.&quot; P4C has become an important part of her teaching philosophy and allows student to engage thoughtfully and regularly within an intellectually safe classroom community.
Science, Technology, and Catholic Identity in the Education of Professionals
Author: Warner, Keith Douglass
Date: 2013-03-00
Type: Journal Articles
Subjects: Higher Education,Academic Freedom,Engineering Education,Science and Society,Catholic Schools,Core Curriculum,Church Related Colleges,Institutional Mission,Social Influences,Social Values,Cultural Context,Ethics,Law Schools,Educational Objectives

The reception of &quot;Ex corde ecclesiae&quot; has been uneven across the disciplines, with scant interest in distinctly Catholic pedagogies outside of the humanities. This essay argues that Catholic universities can distinguish themselves by how they present science and technology in their curriculum by drawing from the interdisciplinary field of &quot;science, technology &amp; society,&quot; or STS. We argue that discussions about Catholic identity, science, and human values can and should extend into the curriculum while simultaneously safeguarding academic freedom, and that this can readily be done in professional schools, such as law and engineering. We outline the contributions that STS as a field could offer Catholic higher education. We discuss how teaching science and technologies as social forces can provide the intellectual and reflective space necessary for critical reflection on their moral dimensions, in society and in the emerging professional lives of students. We argue that STS can help Catholic universities express the Catholic tradition of linking knowledge and wisdom, and thus has the potential to advance the distinctly Catholic character of universities. To substantiate our claims, we present three examples of STS in Catholic higher education curriculum: undergraduate core curriculum, law school instruction, and frugal innovation in engineering education.
Enhancing Capacity to Improve Student Learning
Author: Mayotte, Gail
Date: 2013-03-00
Type: Journal Articles
Subjects: Professional Development,Educational Change,Catholic Schools,Teacher Improvement,Educational Improvement,Capacity Building,Improvement Programs,Sustainability,Participant Satisfaction,Partnerships in Education,Training Methods,Models

Professional development provides a means to build capacity among school personnel when it is delivered as part of a systematic, long-term approach to school and teacher improvement. This research examines a sustained, diocesan-wide professional development model, called the ACE Collaborative for Academic Excellence, that aims to build capacity for school improvement. It utilizes a framework modeled on the pillars of the Alliance for Catholic Education that targets three areas: teacher, group, and vision capacity. An analysis of participant survey data probes the extent to which teacher, group, and vision capacity are enhanced in this model and suggests several ways this professional development model and others can be strengthened to effect lasting change in Catholic schools. (Contains 1 chart and 5 tables.)
An Evaluative Study of the Academic Achievement of Homeschooled Students versus Traditionally Schooled Students Attending a Catholic University
Author: Snyder, Marc
Date: 2013-03-00
Type: Journal Articles
Subjects: Academic Achievement,Grade Point Average,Home Schooling,Church Related Colleges,College Students,Conventional Instruction,Intermode Differences,Student Evaluation,Weighted Scores,Statistical Significance,Comparative Analysis,Comparative Testing,Achievement Gains,Achievement Rating,College Entrance Examinations

This research study was designed to provide a formal evaluation of the academic achievement of homeschooled students compared to traditionally schooled students attending a Catholic university located in South Florida. In addition, this study offers empirical data for all those interested in the academic success of homeschooled students in higher education, in particular, in Catholic colleges and universities. Using archival data, 408 students were evaluated based on their four-year secondary school type: 137 public-schooled students; 142 Catholic-schooled students; and 129 homeschooled students. Equally weighted criteria were overall SAT or ACT scores, overall college grade-point average (GPA), GPA by major, and core GPA. A statistically significant difference was found between homeschooled students and traditionally schooled students in ACT and SAT scores and overall GPA, showing value to the institution and supporting the literature with regards to the academic viability of homeschooled students in college. (Contains 11 tables.)
Administrator and Teachers' Perceptions of School Success in a Publicly Funded Catholic School in Ontario, Canada
Author: Pollock, Katina
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Catholic Schools,Administrator Attitudes,Teacher Attitudes,Success,Public Support,Financial Support,Institutional Characteristics,School Effectiveness,Interviews,Effective Schools Research,Educational Assessment,Educational Indicators,Performance Factors,Educational Practices

School success is a complex and abstract notion. Asking questions about what is meant by school success is important, since the ways in which educators and administrators define school success tends to guide their practice, and may have implications for current and future policy initiatives. This qualitative case study explores how one publicly funded Catholic school in Ontario, Canada, conceives of school success. First, a brief historical description of publicly funded Catholic schooling in Ontario is given, followed by a short introduction of the contemporary school success discourse. Next, the methodological approach is described, leading into a detailed account of the study's findings. Last, a comprehensive discussion follows around a particular publicly funded Catholic school's notions of success in their local context. This study pays particular attention to the question of whether or not narrow achievement priorities from the provincial government dominate local school discourse and practices.
Identification, Description, and Perceived Viability of K-12 Consolidated Catholic School Systems
Author: Britt, Kenith C.
Date: 2013-03-00
Type: Journal Articles
Subjects: Catholic Schools,Consolidated Schools,Elementary Secondary Education,Program Descriptions,Audits (Verification),Systems Analysis,Performance Factors,Predictor Variables,Administrative Organization,Sustainability,Institutional Characteristics,Board of Education Role,Leadership Styles,Educational Administration

Catholic education has been in a state of substantial decline since 1965. In order to help sustain the ministry of Catholic schools, one approach that several dozen dioceses have embraced is the K-12 consolidated Catholic school system. This study investigated the organizational structures within consolidated school systems, factors that led to consolidation, and variables that predict perceived viability of the consolidated model. Quantitative and qualitative data analyses were employed using both school system data and individual responses as units of analyses. This study shows that the K-12 consolidated Catholic school system can be a viable model that allows for greater collaboration among elementary and high schools, financial efficiencies through shared staffing and building closures, and reductions of high parish subsidy. This study also shows that while the model may help Catholic schools remain open, the separation from the parish leads to a lack of parish ownership of the school, a sense of competition between the school system and the supporting parishes, and unknown roles and accountability of the new school system. (Contains 8 tables.)
The Intersection of Religious Charter Schools and Urban Catholic Education: A Literature Review
Author: Horning, Craig N.
Date: 2013-03-00
Type: Information Analyses
Subjects: Charter Schools,Elementary Education,Elementary Schools,Educational Facilities,Reflection,Religious Education,Catholic Schools,Catholics,Public Policy,Urban Education,Educational Research,Research Needs,Advocacy

This paper analyzes how an emerging form of schooling--"religious" charter schools--may influence the future of urban Catholic elementary education in America. Specifically, it synthesizes the literature related to religious charter schools and Catholic education. The paper investigates if a common understanding of religious charter schools is salient in the literature. In addition, it analyzes the benefits and challenges to this type of school within the context of Catholic education. The synthesis of the literature on the interplay between religious charter schools and urban Catholic elementary schools is the first of its kind. The conclusions of this paper indicate that while the religious charter school terminology is problematic when used in discussions about the future of urban Catholic elementary schools, the concept of such schools merit further reflection and research. These amorphous schools may provide new opportunities and benefits to the Catholic community and others invested in urban education, but they are challenging to implement in practice. The most likely beneficial scenario that emerged in the literature is the leasing of former Catholic school facilities to charter schools and subsequently developing before- or after-school religious education programs when there is no alternative to closing a parochial school. In addition, developing positive relationships with charter schools may result in additional income for struggling urban parishes as well as opening new doors for religious education programming and outreach to the urban poor. Challenges to religious charter schools within the context of Catholic education include church and state complications related to public funding, religious identity issues, legal concerns, increased competition for Catholic schools, and the fact that they are not Catholic schools. Lastly, there is no clear legal consensus on the viability of public charter schools that accommodate religion. This invites the need for scholarly research, advocacy, and public policy work by those interested in the future of urban education in America.
The 200-Day Calendar Initiative in the Archdiocese of Los Angeles: Three Schools' Decision to Break the Mold
Author: Sabatino, Anthony
Date: 2013-03-00
Type: Journal Articles
Subjects: School Schedules,Governance,Elementary Schools,Principals,Instructional Leadership,Decision Making,Leadership Styles,Socioeconomic Influences,Institutional Characteristics,Interviews,Administrator Attitudes,Catholic Schools,School Administration,Measures (Individuals),Clergy,Educational Change

This research study investigated the decision-making process utilized by three elementary schools in adopting the 200-day calendar initiative in the Archdiocese of Los Angeles. The schools in the study represented three distinct sets of demographics focusing primarily on high, middle, and low socioeconomic characteristics, as reported by the Archdiocese. Principals, pastors, parent representatives, and school advisory council representatives were interviewed. The current study outlines the decision-making process by the school leadership, the reactions to the decision by the stakeholders, and finally, the reasons why these three schools chose to extend their school calendar. Findings suggest that the autonomous leadership and governance structure of the elementary schools in the Archdiocese of Los Angeles allowed schools to utilize a context-specific decision-making process, where once school pastors and principals agreed to the decision, the initiative was adopted at the schools. Reasons for the extension vary by school.
A Collaborative Approach: Assessing the Impact of Multi-Grade Classrooms
Author: Proehl, Rebecca A.
Date: 2013-03-00
Type: Journal Articles
Subjects: Catholic Schools,Declining Enrollment,Grouping (Instructional Purposes),Multigraded Classes,Parent Surveys,Interviews,Student Surveys,Census Figures,Parent Attitudes,Teacher Attitudes,Change Strategies,Educational Change,Feasibility Studies

Catholic schools in the United States are faced with the looming challenge of declining enrollments. One possible strategy for dealing with this problem is to institute multi-grade classrooms where students from two or more grades are combined in one classroom with one instructor. In this article, the authors examined one urban Catholic school's successful transition to multi-grade classrooms when student enrollment dropped dramatically. The transition to multi-grade classrooms did not have a significant impact on student outcomes as measured by absences, tardiness, or academic performance though other social-emotional and developmental benefits were perceived. For example, the students were more likely to nurture other students and be nurtured by them; assume shared responsibility and leadership in the classroom and at home; were involved in fewer disciplinary incidents; and were more respectful of their classmates. The researchers offer lessons learned about the transition for other Catholic school leaders who may be considering such a change. (Contains 2 tables.)