ethanporcaro/eric-fulltext-meta huggingface dataset:
Interrelationship among School Characteristics, Parental Involvement, and Children's Characteristics in Predicting Children's Victimization by Peers: Comparison between the United States and Three Eastern Asia Countries
Author: Lee, Gang
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,Mathematics Tests,Mathematics Achievement,International Assessment,Science Achievement,Science Tests,Cross Cultural Studies,Hierarchical Linear Modeling,School Size,Educational Resources,Behavior Problems,Middle School Students,Parent Participation,Gender Differences,Student School Relationship,Child Rearing,Predictor Variables,Scores,Peer Relationship,Victims,Grade 8

To identify ways that national culture, school characteristics, and individual attributes impact the victimization of students in Grade 8, data from the United States and three East Asian countries (i.e., Japan, S. Korea, and Taiwan) were compared using the 2011 Trends in International Mathematics and Science Study (TIMSS) and Hierarchical Liner Modeling (HLM). The school-level factors measured by school size, school resources, and perceived behavioral problems on campus did not predict middle school students' victimization in the United States, but significant positive parental involvement and negative school resources were found to impact the victimization of students in the East Asian countries. Regarding the effects of the student-level variables, boys, in comparison to girls and students showing less attachment to the schools, were more victimized in U.S. and East Asian schools. Individual students' perceived parental monitoring was a significant and positive predictor of students' victimization in the East Asian schools only. The standard test scores in mathematics were not predictive of victimization in U.S. and East Asian participants. The results indicated that understanding the ecological factors involved in victimization is important to intervene effectively, protect students, and prevent peer victimization on campus.
Don't Throw out Paper and Pens Yet: On the Reading Habits of Students
Author: Davidovitch, Nitza
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Habits,Printed Materials,Nonprint Media,Books,Electronic Publishing,Internet,Reading Instruction,Educational Change,Reading Motivation,Study Habits,Research Skills,Case Studies,Reader Text Relationship,Higher Education,Educational Trends,Handheld Devices,College Students,Questionnaires,Factor Analysis,Correlation,Multivariate Analysis,Multiple Regression Analysis

This paper focuses on students' reading habits--whether traditional reading habits (print books) or modern reading habits (using a computer screen). We review the changes in students' reading habits over time, as part of other global changes, and explore whether corresponding digital pedagogies have evolved to address these changes. We examine Generation Y students' motivations and study habits, a generation that shows indications of changes in its academic values and priorities, and cracks in its research skills for a global world. We focus on a case study of the reading habits of students in one academic institution and discuss the implications of the findings for academic teaching and the academia's traditional role of training researchers.
A Review of Multi-Sensory Technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) Classroom
Author: Taljaard, Johann
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Multisensory Learning,Technology Uses in Education,Educational Technology,Cognitive Style,Computer Simulation,Visual Stimuli,Handheld Devices,Assistive Technology,Light,Auditory Stimuli,Learner Engagement,Literature Reviews

This article reviews the literature on multi-sensory technology and, in particular, looks at answering the question: &quot;What multi-sensory technologies are available to use in a science, technology, engineering, arts and mathematics (STEAM) classroom, and do they affect student engagement and learning outcomes?&quot; Here engagement is defined as motivation, interest, curiosity and attitude. This review identifies tools and software from a burgeoning, yet limited literature. To answer this question, this review will include the following: defining learning styles; background on multi-sensory instruction; multi-sensory education today; STEM and the rise of STEAM; a look at some multi-sensory tools; and the benefits of using multi-sensory technologies in education.
Involvement, Collaboration and Engagement: Social Networks through a Pedagogical Lens
Author: Seifert, Tami
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Networks,Social Media,Learner Engagement,Best Practices,Learner Controlled Instruction,Teacher Attitudes,Questionnaires,Graduate Students,Semi Structured Interviews,Likert Scales,Mixed Methods Research,Inservice Teacher Education

Social networks facilitate activities that promote involvement, collaboration and engagement. Modelling of best practices using social networks enhances its usage by participants, increases participants confidence as to its implementation and creates a paradigm shift to a more personalized, participatory and collaborative learning and a more positive attitude towards its implementation. The contribution of the study described in this paper resides in the enhancement of teaching and learning methods that make use of the social network environment and shifts the focus of learning from the teacher to the learner. This breaks down the boundaries of time and place for teaching and learning. Another contribution is the strengthening of teachers' personal and professional capabilities and the promotion of teaching-learning processes transpiring beyond the classroom boundaries by sharing contents, current communication, active learning and collaborative work.
Illuminating &quot;Transaction Spaces&quot; in Higher Education: University-Community Partnerships and Brokering as &quot;Boundary Work&quot;
Author: McMillan, Janice
Date: 2016-00-00
Type: Journal Articles
Subjects: School Community Relationship,Partnerships in Education,Foreign Countries,Higher Education,Community Involvement,Service Learning,Communities of Practice,Case Studies,Learning Activities,Learning Theories

This article reports on a project focused on understanding the work of the Knowledge Co-op (KC) at the University of Cape Town in terms of community engagement and partnership building. The project tested tools for analyzing complex university-community interactions, or &quot;boundary work.&quot; Rather than analyzing the actual partnerships and research itself, activity theory was used as a framework for understanding the role of the KC broker, a key role in university-community partnership work. The activity theory lens assisted in identifying the complex work entailed in the broker role. In particular, the authors argue that in order to understand what happens at the university-community nexus, the unit of analysis needs to shift from individualized practices toward the transaction/boundary zone where these interactions take place.
Collaboration for Transformation: Community-Campus Engagement for Just and Sustainable Food Systems
Author: Levkoe, Charles Z.
Date: 2016-00-00
Type: Journal Articles
Subjects: Sustainability,Food Service,Community Organizations,Agribusiness,Campuses,School Community Relationship,Partnerships in Education,Case Studies,Social Action,Participatory Research,Action Research,Community Role,School Role,Role Conflict,Group Dynamics,Community Change,Foreign Countries,Higher Education

This article focuses on the collaborations between academics and community-based organizations seeking to fundamentally reorganize the way food is produced, distributed, and consumed as well as valued. The central research question investigates whether and how the growth of community--campus engagement (CCE) can strengthen food movements. Drawing on an analysis of 5 case studies in Canada, research demonstrated that when it is part of relationships based on mutual benefit and reciprocity, CCE can--and does--play an important role in building food movements. Different orientations toward CCE are discussed in terms of their varying assumptions and implications for how partners work together.
The Student Experience of Community-Based Research: An Autoethnography
Author: Ingman, Benjamin C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Experience,Ethnography,Partnerships in Education,Trust (Psychology),Emotional Development,Outcomes of Education,Student Research,Community Study,School Community Relationship,Doctoral Programs,Middle Schools,Diaries,Learning Experience,Journal Writing

This autoethnography provides a description and thematic illustration of the student experience of a community-based research (CBR) course and partnership. Through evaluating personal experiences with CBR, the author identified three qualities of meaningful CBR experiences: trust, indeterminacy, and emotion. These qualities are explored, and comparisons are made between the outcomes experienced and those established in the literature of student learning in CBR. These findings enrich discourse of student experiences in CBR and corroborate literature on student learning in CBR through illuminating the experience by which that learning occurs.
The Effects of an Alternative Spring Break Program on Student Development
Author: Beatty, Stephanie Hayne
Date: 2016-00-00
Type: Journal Articles
Subjects: Vacation Programs,Service Learning,Student Development,Undergraduate Students,Social Development,Nontraditional Education,Quasiexperimental Design,Control Groups,Research Universities,Foreign Countries,Student Attitudes,Positive Attitudes,Beliefs,Attitude Measures,Data Analysis,Helping Relationship,Self Efficacy,Hypothesis Testing,Social Cognition,Career Choice,Competence,Teamwork,Online Surveys,Student Surveys,Statistical Analysis

This study examined the potential impact of a week-long cocurricular community service-learning (CSL) program on undergraduate students' psychosocial development. Participants in the Alternative Spring Break program and a matched control group completed surveys assessing a number of psychosocial variables immediately before and after the program, as well as 8 months later. Findings suggest that cocurricular CSL programs such as alternative breaks may positively impact students in 2 important ways: increasing personal growth and increasing personal effectiveness. Further research with larger samples is necessary; however, results from this study indicate that cocurricular CSL can be a powerful tool for supporting positive student development.
Socialization in the Institution: A Working Group's Journey to Bring Public Engagement into Focus on Campus
Author: Plakans, Lia
Date: 2016-00-00
Type: Journal Articles
Subjects: Socialization,Interdisciplinary Approach,Focus Groups,Immigrants,Scholarship,Interviews,Graduate Students,College Faculty,Campuses,Institutional Characteristics,Definitions,Group Discussion,Group Dynamics,Questionnaires,Workshops

For over 3 years, 6 faculty members and 1 graduate student have gathered as a working group applying an interdisciplinary focus to public engagement projects involving immigrant families in the rural Midwest. One dimension of the group's effort has been to involve faculty, staff, and students from many disciplines in its examination of pertinent issues related to engaged scholarship. To support this goal of socialization in the institution, the interdisciplinary group hosted a 1-day workshop to explore engaged scholarship at the university. Through a survey and targeted interviews, working definitions for engagement and prospective areas of interest were explored during and after the workshop.
Engaging the Educators: Facilitating Civic Engagement through Faculty Development
Author: Surak, Sarah
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Development,Citizen Participation,Delivery Systems,Curriculum Design,Liberal Arts,Seminars,Scaffolding (Teaching Technique),Educational Resources,Incentives,Performance Factors,College Faculty,Educational Practices

Incorporating civic engagement into academically rigorous classroom practice requires the retooling of course delivery. In this article, the authors describe an 8-week seminar that acts as a structured, incentivized opportunity for course redesign for Salisbury University (Maryland) faculty who wish to incorporate rigorous and effective civic engagement across the liberal arts curriculum. Lessons learned include the effect of providing space for discussion and pedagogical imagining, the importance of disciplinary literacy and social responsibility, perspectives for dealing with differing faculty expectations of student engagement, strategies for moving beyond roadblocks, and challenges posed by concepts of citizenship and &quot;civic&quot; within the seminar.
University-Community Collaboration to Promote Healthy Mothers and Infants: The Relationships and Parenting Support (RAPS) Program
Author: Williams, Patricia Hrusa
Date: 2016-00-00
Type: Journal Articles
Subjects: African Americans,Mothers,Infants,Stress Variables,Health Promotion,Parent Education,School Community Programs,Early Parenthood,Pregnancy,Neighborhoods,At Risk Persons,Well Being,Family Programs,Program Evaluation,Qualitative Research,Statistical Analysis,Cultural Relevance,Questionnaires,College Faculty

Research highlights the vulnerability of Black mothers and their infants, who experience higher rates of stress, preterm birth, low birth weight, and infant mortality than other racial groups. This article describes the development and implementation of the Relationships and Parenting Support (RAPS) Program, a community-based, family-focused stress reduction program for expectant and new mothers and their support partners. Program participants lived in an urban, isolated, African-American community in the mid-Atlantic region of the United States. University faculty and community members worked together to examine the problem of teen pregnancy, neighborhood risks to the well-being of mothers and infants, and programmatic strategies to support families. Qualitative and quantitative data for the RAPS Program suggested benefits to program participants but also challenges in effectively carrying out community-engaged scholarship efforts. Lessons learned in developing and implementing this project are discussed.
Obstacles Faced by Heads of Departments and Faculty Members in the Jordanian Public Universities in the Implementation of Vocational and Technical Education Programs from Their Perspective
Author: Hammad, Heba Ibraheem
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Vocational Education Teachers,Department Heads,Teacher Attitudes,Administrator Attitudes,Public Colleges,Program Implementation,Gender Differences,Teaching Experience,Tenure,Questionnaires,Statistical Significance,Statistical Analysis,Barriers

The purpose of the study is to find out the obstacles faced by heads of departments and faculty members at Jordanian public universities in the implementation of vocational and technical education programs from their perspective, and to find out the effect of gender, experience, and academic rank on their perspective. To achieve the aim of the study a questionnaire was distributed among 70 heads of departments and faculty members (38 males and 32 females) from six public universities. The questionnaires were collected and data was analyzed statistically using suitable statistics. Results showed that there are statistically significant differences in the heads of departments and faculty members perspectives about the obstacles they faced in the implementation of vocational and technical education programs, it also showed that there are statistically significant differences at (a = 0.05) in the heads of departments and faculty members perspectives about the obstacles they faced in the implementation of vocational and technical education programs due to the gender variable, and there are statistically significant differences at (a = 0.05) in the heads of departments and faculty members perspectives due to experience variable and academic rank variable.
Peer Study Groups as Catalyst for Vocational Exploration
Author: Arendale, David R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Achievement,Qualitative Research,Undergraduate Students,Professional Development,Academic Persistence,Job Skills,Vocational Interests,Career Exploration,Peer Teaching,Facilitators (Individuals),College Graduates,Outcomes of Education,Online Surveys,Student Surveys,Career Readiness

Postsecondary peer assisted learning programs often cite improving academic achievement for students. This qualitative study investigated the potential effect of serving as student facilitators of a peer study group on their future vocation. This was a replication of previous studies of personal and professional outcomes for study group facilitators. Findings of this study suggest the facilitator experience strongly influenced facilitators' interest in careers, especially related to the teaching profession. This study explores why these programs generate these outcomes through linking leading theories to the research outcomes. Peer study group programs present a cocurricular experience that could be more powerful if it was intentional for professional development outcomes of the student facilitators and participants. With the highly competitive job market for today's college graduates, institutions must use every opportunity to increase job readiness skills of its graduates.
Acceleration and Compression in Developmental Mathematics: Faculty Viewpoints
Author: Cafarella, Brian
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Education,Mathematics Instruction,Remedial Mathematics,Acceleration (Education),Mathematics Curriculum,College Mathematics,Community Colleges,Two Year College Students,Two Year Colleges,Teacher Attitudes,College Faculty,College Students,Qualitative Research,Mathematics Teachers,Structured Interviews

Community colleges are facing increased pressure to accelerate students through their developmental mathematics sequence. However, many individuals feel that some state legislatures and college leaders are frequently bypassing developmental math faculty expertise when implementing acceleration and compression initiatives. This qualitative study focuses on faculty viewpoints with regard to acceleration and compression in developmental math. Guiding this study was the research question: Based on faculty experience, what is the best fit for the practices of acceleration and compression in developmental mathematics? Data has been gathered using a structured interview format for six developmental math instructors, two at each of three community colleges. Findings from this study suggested that the practices of acceleration and compression are a proper fit for students who are comfortable with computer software. Incoming skill level and individual student learning style are also imperative when considering acceleration and compression for developmental math students. Individual instructor comfort level is another significant detail for consideration with regard to the aforementioned practices.
Learning Support Centers and International Tutor Training Program Certification: An Interview with Rick A. Sheets
Author: Walker, Luann
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Resources Centers,Tutors,Tutor Training,Certification,Higher Education,Technical Support,Web Sites,Computer Assisted Instruction,Financial Support,Interviews

This article presents an interview with Rick A. Sheets, who has been working in learning assistance, faculty training, and technology support for over 30 years. He collaborated with Frank Christ as the co-founder and webmaster of the Learning Support Centers in Higher Education (LSCHE) website, a resource established in 1996 for learning center directors, administrators, and faculty. In addition to being a past president of the College Reading and Learning Association (CRLA), Sheets served as coordinator of the International Tutor Training Program Certification (ITTPC) from late 2008 until early 2015. Holding a B. A. and an M. A. of education from Arizona State University, Sheets continued his education through the National Center of Developmental Education's Kellogg Institute before returning to Arizona State to earn a Doctorate of Education. In 2010, he retired as director of the Learning Support Center at Paradise Valley Community College. Over his extensive career, Sheets has earned awards for training and employee innovations, CRLA recognition awards, and the National College Learning Center Association's (NCLCA) Innovation in Technology Award for his work on LSCHE. Lastly, in February 2015, he was inducted as a Council of Learning Assistance and Developmental Education Associations (CLADEA) Fellow, the field's highest honor.
Recreational Potential of Kazakhstan and Prospects of Medical Health Tourism in This Country
Author: Yessengabylova, Aiman
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Recreational Facilities,Tourism,Health Promotion,Natural Resources,Water,Soil Science,Mineralogy,Maps,Geographic Location

The present article analyzes the comparative characteristics of the recreational potential of hydro areas of the Republic of Kazakhstan. 20 hydro areas were marked out for comparative assessment of their attractiveness and recreational possibilities of the development of medical health tourism on the basis of balneological resources. The aim of the study is to identify the areas with the high natural recreational potential, but with a low level of exploration, thus identifying the most promising areas for the development of medical health tourism. The article gives comparative characteristics of areas with health-improving resources and the level of their development to achieve this goal. The outline maps of natural and socio-economic and recreational resources of Kazakhstan and zoning were made for the purpose of comparison of the recreational potential areas on the basis on the performed analyses. As a result, the hydro mineral regions of Kazakhstan were classified into 4 groups with very high, high, medium and low-recreational potential. The presented results of the study will help to formulate proposals for the development of specific areas with a high medical-health potential.
Using a Reflective Court Report to Integrate and Assess Reflective Practice in Law
Author: Burton, Kelley
Date: 2016-00-00
Type: Journal Articles
Subjects: Law Students,Legal Education (Professions),Summative Evaluation,Court Litigation,Technical Writing,Reflection,Integrated Activities,Criterion Referenced Tests,Bachelors Degrees,Educational Practices,Foreign Countries

In an Australian legal education context, there is minimal research on designing and implementing a court report as a summative assessment task. This journal article attempts to fill this gap by reflecting on the journey of a legal educator who pioneered a court report for a core final year course in a Bachelor of Laws program with large cohorts and improved it over 13 semesters in six years. Integrating reflective practice into the court report enhanced its level of authenticity. Notably, this journal article disseminates an example of a court report template and a criterion-referenced assessment rubric for a reflective court report that was grounded in the literature that conceptualises &quot;reflective practice&quot; and has been refined over time with the benefit of a longstanding and rich experience.