ethanporcaro/eric-fulltext-meta huggingface dataset:
The Full Purpose Partnership Model for Promoting Academic and Socio-Emotional Success in Schools
Author: Anderson, Jeffrey A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Psychological Needs,Focus Groups,Program Effectiveness,Interviews,Partnerships in Education,Integrated Services,Educational Improvement,Improvement Programs,Intervention,Stakeholders,Program Attitudes,Mental Health Programs,Behavior Modification,School Districts,Emotional Intelligence,Academic Achievement

In 2003, a partnership between a local system of care and a large urban school district led to the creation of a schoolwide educational model called the Full Purpose Partnership (FPP). This model was implemented in several elementary schools in Indianapolis, Indiana to integrate the principles of systems of care and wraparound with the techniques of positive behavioral interventions and supports. The goal of the model is to build school capacity for simultaneously addressing students' educational, health (including mental health), social, and psychological needs. The overall objective is to positively impact school functioning for all students. The application of systems of care to schools and their integration with positive behavioral interventions and supports is relatively new, and thus, the purpose of the evaluation reported in this paper was to increase understanding. Data were collected through interviews and focus groups with members of the various stakeholder groups involved with the FPP. In addition, one member of the evaluation team acted as a participant observer in the FPP schools. Using an emergent case study design, this study focused primarily on the operation of the FPP model vis-a-vis stakeholder perceptions regarding model implementation. Emerging themes included: (1) the role of Care Coordinators in FPP schools; (2) adult &quot;buy-in&quot; and other factors impacting FPP implementation; (3) school climate; and (4) mental health and behavioral impact. Results suggest that the FPP model is positively influencing not only participating schools but the entire school district. (Contains 1 figure and 1 table.)
Community Paraeducators: A Partnership-Directed Approach for Preparing and Sustaining the Involvement of Community Members in Inner-City Schools
Author: Manz, Patricia H.
Date: 2010-00-00
Type: Journal Articles
Subjects: School Community Relationship,Partnerships in Education,School Community Programs,Community Involvement,Models,Paraprofessional School Personnel,Urban Schools,Disadvantaged Environment,Teacher Aides,Teacher Role,Teacher Responsibility,Accountability,Management Information Systems,Case Studies,Staff Development,Professional Training

Inner-city schools located in high poverty communities often operate with insufficient resources to meet the educational needs of students. Community residents serving as paraeducators offer the dual benefits of expanding instructional capacity and fostering family-school relationships, provided they are appropriately prepared and incorporated with professional staff. This paper introduces a community partnership model for preparing members of the local community to serve as paraeducators and for fostering their working partnerships with professional school staff. A theoretical rationale demonstrating the significance of this model for students from low-income and ethnic minority backgrounds is presented, and key elements in establishing it are discussed. The application of the community partnership model for preparing paraeducators is illustrated through a case example, the Reading Partners program. Future directions to empirically advance the community partnership model are presented. (Contains 1 figure and 1 table.)
Connecting Worlds: Using Photo Narrations to Connect Immigrant Children, Preschool Teachers, and Immigrant Families
Author: Strickland, Martha J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Immigrants,Teaching Methods,Preschool Curriculum,Migrant Children,Migrant Education,Student Diversity,Personal Narratives,Culturally Relevant Education,Student Centered Curriculum,School Demography,Teacher Student Relationship,Classroom Observation Techniques,Focus Groups,Photography,Visual Aids

Increases in immigrant children to U.S. preschools have introduced unique challenges to teachers. An awareness of disconnections between a homogeneous teaching population and the increasingly diverse student population calls for additional exploration of enhancing connections to facilitate the young immigrants' learning process in the classroom. The purpose of this study was to explore how photo narrations in which preschool teachers listened to immigrant children talk about their photos of their context outside of school would provide opportunities for enhanced connections between teachers and immigrant children. The findings revealed that by using the familiar tools of photos and stories, the immigrant children were given space for their voice to be heard, the teachers found their awareness of the cultural connections and disconnections they used during their interaction with the immigrant children heightened, and connection opportunities with immigrant parents were enhanced. In essence, the teachers were given the opportunity to enter the previously unfamiliar context of the child through the bridge the photo narrations constructed between the teachers' and immigrant children's worlds. (Contains 2 tables.)
A Review of Research on Effective Community Programs for English Language Learners
Author: Tellez, Kip
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Achievement,Community Programs,Second Language Learning,Community Resources,English (Second Language),Literature Reviews,Family Programs,Program Effectiveness,Peer Groups,Parent Role,Electronic Journals,Limited English Speaking

This article synthesized current research on effective communities for English Language Learners (ELLs). The findings are discussed under the following categories: parents, community resources, and peers. The results of the review indicate that parenting programs are effective, but they must be carefully developed and often require specific resources that challenge a typical school. Furthermore, there is no single effective method to assist ELL families. Whereas the positive effects of well designed community programs are unequivocal, it is uncertain how such programs transfer to different communities or how participation directly affects school achievement. The benefits of peer interaction have been promoted as an especially effective tool for assisting ELLs, however, adequate preparation for such interaction is necessary. Finally, the paper addresses the role of the community in a historical context, inviting readers to consider the work of Jane Addams and other progressive educators whose efforts helped an earlier generation of immigrant children adjust to life in the United States.
Meetings without Dialogue: A Study of ESL Parent-Teacher Interactions at Secondary School Parents' Nights
Author: Guo, Yan
Date: 2010-00-00
Type: Journal Articles
Subjects: Focus Groups,Parent Participation,Parent Teacher Cooperation,Cultural Differences,Parent Teacher Conferences,English (Second Language),Limited English Speaking,Communication Research,Asians,Interviews,Expectation,Interaction Process Analysis,Culturally Relevant Education,Bilingualism,Naturalistic Observation

Research in home-school communication has incorporated little, to date, about participation by English as a second language (ESL) parents. This article examines the communication processes between recent Chinese immigrant parents and Canadian teachers at secondary school Parents' Nights. Drawing from observations of three annual Parents' Nights, interviews with teachers and bilingual assistants who acted as interpreters for parents, and focus groups, this study revealed that teachers and parents held conflicting expectations of Parents' Night. Such a mismatch of expectations could make their communications difficult even before meeting at Parents' Night. The organization and delivery of Parents' Nights made it clear that parent participation was strongly limited by a structure of power often faced by marginalized parents within the school space. The study suggested that it is important to move beyond cultural differences to understand actual ESL parent-teacher interactions and that using bilingual assistants or liaisons may help parents participate fully in Parents' Nights or similar school events. Implications for the future development of ESL parent-teacher communication are considered. (Contains 1 table and 6 endnotes.)
In(Formal) Conversation with Minority Parents and Communities of a Canadian Junior School: Findings and Cautions from the Field
Author: Ippolito, John
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,College School Cooperation,Outreach Programs,Minority Groups,Parents,Urban Schools,Elementary Schools,Parent School Relationship,Feedback (Response),Surveys,Interviews,Parent Attitudes

This paper reports on a university/school board collaborative outreach program hosted by a linguistically, culturally, and racially diverse junior school in Toronto, Canada. The program facilitates a forum where the school's families--in conversation with in-service and pre-service teachers, the school's administration, a local university's Faculty of Education, and community agencies--discuss issues the families deem important to their experience of public schooling. In addition to a detailed program overview, I present two tiers of participant feedback on the program, the first tier gleaned from parent surveys and the second tier derived from a series of interviews conducted by parent-researchers. Based on a consideration of the qualitative data emerging from this feedback, I offer three readings of the program: the first reading tells a story of how the program is empowering parents and caregivers and bringing them closer to their children's schooling; the second reading draws four implications that complicate the apparent successes of the program; and the third reading takes shape as a broader epistemic and ethical caution for action-oriented research of this sort.
Challenges Balancing Collaboration and Independence in Home-School Relationships: Analysis of Parents' Perceptions in One District
Author: Wanat, Carolyn L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent School Relationship,Parent Attitudes,Public Schools,Interviews,Attitude Measures,Barriers,Volunteers,Participative Decision Making,Parent Teacher Cooperation,Whites,Family Influence,Family Environment

Research has documented the important role that parental involvement plays in children's learning. Yet, it can be challenging for schools to establish appropriate relationships with parents. Is there an optimal balance of collaborative and separate relationships between parents and schools? Twenty parents in one K-12 public school district in the U.S. participated in semi-structured interviews to share their perceptions of ways in which their children's schools encouraged their involvement or created barriers that discouraged them from taking an active role through communication, volunteering, and other school-sponsored activities. Parents who had both positive and negative experiences with schools shared their opinions. his study is organized around themes from parents' comments: types of involvement that parents found meaningful; ability of all parents to contribute to schools; parents' involvement in decisions about student learning, curriculum, and classroom policies; and home-school relationships. Epstein's (2001) six types of parental involvement and the theories of social networking and influence provide a framework to explain the different experiences of parents who were satisfied and those who were dissatisfied. Satisfied parents' involvement focused on school activities and policy decisions, and they tended to have networks that led to greater influence of school practices, while parents who were dissatisfied with home-school communications valued involvement with their children at home. Implications for greater involvement of parents is discussed.
A Multisite Program Evaluation of Families and Schools Together (FAST): Continued Evidence of a Successful Multifamily Community-Based Prevention Program
Author: Crozier, Mary
Date: 2010-00-00
Type: Journal Articles
Subjects: Program Evaluation,Prevention,Family Programs,Metropolitan Areas,Child Development,Family Involvement,Family School Relationship,Program Implementation,Program Effectiveness,At Risk Persons,Intervention,Family Counseling,Delinquency,Substance Abuse,Mental Health,Group Dynamics,Violence,Academic Achievement,Stress Management,Elementary School Students,Well Being,Parenting Skills,Parent Education,Empowerment

Strong school and family ties have long shown success in influencing positive child development and lasting academic success. While a multitude of programs exist to help facilitate the school-family connection, one program in particular, Families and Schools Together, or FAST, stands out as an effective prevention program that is suitable for a number of diverse populations. This article adds to the growing body of literature on the effectiveness of FAST. This study of the implementation and evaluation of the Kids FAST and FAST-WORKS programs over multiple years in a large metropolitan area of Virginia was conducted using existing data collected from individual program sites over the course of 35 months (Spring 2005 to Winter 2007), analyzed in aggregate using quantitative methods as prescribed in the FAST evaluation protocol. Few FAST program site results are analyzed in aggregate, even though this method is encouraged by the FAST developers. Thus, previous evaluation of individual program sites yielded mixed results. Analyzed in aggregate, families graduating from multiple sites of FAST programs were shown to make significant gains on most measures. These results indicate positive outcomes and can provide insight for program improvements as well as support for continuing to use the FAST program in the Virginia Beach City Public Schools and in similar sites. Limitations of this study and suggestions for future research are discussed. (Contains 2 tables.)
Managing Complex Distance Education Projects in a Telework Environment
Author: Ally, Mohamed
Date: 2010-00-00
Type: Journal Articles
Subjects: Distance Education,Teleworking,Teamwork,Program Administration,Guidelines,Material Development,Instructional Materials,Outsourcing

The advances of communication technologies have allowed professionals to work on distance education projects in a telework environment. Managers of these projects must have the skills to manage the projects from a distance. They must be able to select the appropriate team members to work on the project, orient team members, and monitor team members performance. Guidelines for managing successful projects in a telework environment include involving the users, minimize changes to the project scope, follow standards, allocate enough resources to complete the project, use proper communication strategies during the project, and get commitment from senior managers. Also, it is important to complete projects in phases to build successes during the project. Projects in a telework environment must have proper scope, time, and quality management to be successful. Completing projects in a telework environment could be challenging because of the lack of face-to-face contact; however, with the appropriate technology and good project management, these projects can be successful.
Making It Real: Project Managing Strategic e-Learning Development Processes in a Large, Campus-Based University
Author: Ward, Mary-Helen
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Design,Online Courses,Educational Change,Instructional Improvement,Teamwork,Music Education,Science Education,Teacher Role,Administrator Role,Foreign Countries,Distance Education,Educational Technology,Internet,Program Descriptions,Program Administration,Program Development,Program Implementation,Program Evaluation,Administrative Principles,Educational Policy,College Environment,College Instruction,College Faculty,Instructional Development,Change Strategies,Strategic Planning,Instructional Materials,Material Development

The University of Sydney is a large, research-intensive, campus-based Australian University. Since 2004 a strategic initiative of project-based eLearning support has been creating teams of non-academic and academic staff, who have worked together to develop online resources to meet identified needs. The University's aims in continuing to provide this framework are to engage academics in educational change and to implement innovation. Project management principles are intrinsic, including an extended application and planning process (in which committees of academics represent faculties); they provide a framework and a shared language for talking about both conceptual development and practical issues involved in creating online learning and teaching resources. This fosters teamwork, dissemination of ideas and networking of teaching practitioners both within and across faculties. In this paper we will detail how the project process has allowed development teams to align the personal and pedagogical goals of academics and educational designers for teaching improvement with the strategic goals of the university and its constituent faculties. (Contains 3 figures and 4 tables.)
The Learner's Place in e-Learning Project Management
Author: Bartz, Janet
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Material Evaluation,Secondary School Students,Social Studies,Learner Engagement,Foreign Countries,Instructional Design,Educational Technology,Internet,Program Descriptions,Program Administration,Program Development,Program Implementation,Administrative Principles,Educational Policy,Outcomes of Education,Program Evaluation,Evaluation Methods,Multimedia Materials,Web Sites

An e-learning project is a balance of time, cost, and scope measured against learner engagement. With this measure, the learner is part of every stage in the project's development. Assessing decisions with regards to learner impact will contribute to a more engaging and therefore successful project. To illustrate this concept, this paper will detail the learner's place in each stage of a recent e-learning project. (Contains 5 figures.)
Putting Ourselves in the Big Picture: A Sustainable Approach to Project Management for e-Learning
Author: Buchan, Janet
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Figurative Language,Educational Technology,Prediction,Best Practices,Systems Approach,Foreign Countries,Distance Education,Internet,Program Descriptions,Program Administration,Program Development,Program Implementation,Program Evaluation,Evaluation Methods,Administrative Principles,Educational Policy,College Environment,College Instruction,Educational Change,Change Strategies,Case Studies,Guidelines,Integrated Learning Systems,Multicampus Colleges

In a case study of a large Australian university the metaphor of panarchy is used as a means of describing and understanding the complex interrelationships of multi-scale institutional projects and the influences of a variety factors on the potential success of e-learning initiatives. The concept of para-analysis is introduced as a management strategy to map educational technology projects in time and institutional space and to predict the impacts the implementation of these might have on individuals. Finally, four good practice guidelines for strategic project management for e-learning in a large institution are presented. (Contains 4 figures, 1 table and 1 footnote.)
The Clash of Cultures: Hybrid Learning Course Development as Management of Tension
Author: Cowie, Peter
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,School Culture,College Environment,Academic Rank (Professional),College Faculty,Professional Autonomy,Instructional Design,Staff Role,Team Teaching,Conflict,Teaching Styles,Course Organization,Educational Change,Case Method (Teaching Technique),Time Management,Blended Learning,Technology Uses in Education,Power Structure,Status

Using a case study approach, this paper considers e-learning project management from the perspective of navigating tension between faculty and instructional design/e-learning expertise, in the context of as the bridging of two distinctive cultures. The diffusion of e-learning in an institution where, historically, faculty have been independent teachers and have not made extensive use of e-learning techniques, generated tension when a team-based approach to course design was adopted. Relationships, it is suggested, are as important as project timelines in such a setting. (Contains 1 table.)
Agile Project Management for e-Learning Developments
Author: Doherty, Iain
Date: 2010-00-00
Type: Journal Articles
Subjects: Collegiality,Methods,Foreign Countries,Electronic Learning,Distance Education,Educational Technology,Program Descriptions,Program Administration,Program Development,Program Implementation,Program Evaluation,Administrative Principles,Educational Policy,College Environment,College Instruction,College Faculty,Medical Education,Allied Health Occupations Education,Needs Assessment

We outline the project management tactics that we developed in praxis in order to manage elearning projects and show how our tactics were enhanced through implementing project management techniques from a formal project management methodology. Two key factors have contributed to our project management success. The first is maintaining a clear educational focus in our elearning projects whilst defining project success in terms of facilitating and/or enhancing student learning. The second is ensuring that our processes mesh with the collegial nature of a university culture. Our paper concludes by discussing the need to engage with institutional strategic and organizational concerns in order to increase institutional capacity for elearning.
Management and Evaluation of a Pan-Canadian Graduate Training Program in Health Informatics
Author: Hebert, Marilynne
Date: 2010-00-00
Type: Journal Articles
Subjects: Graduate Study,Health,Information Science Education,Educational Cooperation,Foreign Countries,Doctoral Programs,Distance Education,Electronic Learning,Program Administration,Educational Objectives,Program Design,Program Evaluation,Financial Support,Participation

Eight Canadian universities partnered to establish a Collaborative Health Informatics PhD/Postdoc Strategic Training Program (CHPSTP). The 6-year goal was to increase research capacity in health informatics in Canada. Three cohorts of 20 trainees participated in the training, which included online Research Learning Experiences, annual face-to-face workshops and conferences. Different management models were explored to more closely align funding, user engagement and deliverables. Evaluation included measures of success at program, faculty and student levels. Data collection templates facilitated reporting and program management. Linkages between user engagement and funding should be built into the grant proposal. (Contains 2 tables.)