ethanporcaro/eric-fulltext-meta huggingface dataset:
An Integrated Model Recontextualized
Author: O'Meara, KerryAnn
Date: 2016-00-00
Type: Journal Articles
Subjects: Models,Scholarship,Participation,College Faculty,Higher Education,Networks,Cooperation,Social Action

In this commentary, authors KerryAnn O'Meara and John Saltmarsh reflect on their 2008 &quot;Journal of Higher Education Outreach and Engagement&quot; article &quot;An Integrated Model for Advancing the Scholarship of Engagement: Creating Academic Homes for the Engaged Scholar,&quot; reprinted in this 20th anniversary issue of &quot;Journal of Higher Education Outreach and Engagement.&quot; As the authors revisited this article, they were pleased to see that much of the model they set forth with their colleague Lorilee Sandmann remains relevant today. For example, clearly the four topics they identified as second-order issues for support of faculty community engagement (i.e., doctoral socialization, faculty cultures and mentoring, academic reward systems, and disciplinary association recognition) remain critical. They still see the four quadrants of graduate education, departments, disciplinary associations, and institutions as major sites where faculty are socialized, recognized, supported, and advanced. If they were to write this article again, they would encourage engaged scholars and those within the movement to pay special attention to the development of strategic networks, alliances, and community organizing to advance this work. They would encourage them to approach their work as political work aimed at dismantling privilege and exposing the power exerted by hegemonic epistemic paradigms and the inequalities that are created. [For &quot;An Integrated Model for Advancing the Scholarship of Engagement: Creating Academic Homes for the Engaged Scholar&quot; (2016), see EJ1097193.]
The Centrality of Engagement in Higher Education: Reflections and Future Directions
Author: Fitzgerald, Hiram E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Scholarship,School Community Relationship,Social Change,Social Media,Data Analysis,Experiential Learning,Academic Achievement,Feedback (Response),Outreach Programs,Educational Change,Futures (of Society)

In this commentary, the authors reflect on their 2012 article, &quot;The Centrality of Engagement in Higher Education&quot; (EJ1001357) reprinted in this 20th anniversary issue of &quot;Journal of Higher Education Outreach and Engagement.&quot; In their original article, they argued that for higher education to contribute meaningfully to transformational change in society, it would have to act to make engagement scholarship a central aspect of its work, spanning the spectrum of its disciplinary units, centers, and institutes (Fitzgerald, Bruns, Sonka, Furco, &amp; Swanson, 2012). Solving societal problems requires recognition that the problems are in society; as an embedded part of complex society systems, these societal problems affect universities and the students, alumni, faculty, and staff who are a part of both the university and community systems. Thus, they argued, efforts to solve problems-in-society require new approaches to knowledge generation, generally described within the context of partnerships, collaboration, exchange of knowledges, and cocreation of solutions. Herein, the authors suggest ways to engage community, and perhaps to generate intergenerational input such as making more effective use of social media to build networks and organizations that are inclusive of community partners. Additionally, they raise questions relating to data sources, or &quot;big data,&quot; and how analytics may provide new dimensions for community engagement scholarship in experiential learning settings as well as student performance and success analytics, particularly in just-in-time feedback for instructors. The article concludes with a review of several seminal events, such as the emergence of the Academy of Community Engagement Scholarship (ACES) and the induction of its first two sets of members, that have occurred since publication of their original 2012 article. [For &quot;The Centrality of Engagement in Higher Education&quot; (2016), see EJ1097192.]
Ensuring the Quality of Outreach: The Critical Role of Evaluating Individual and Collective Initiatives and Performance
Author: Lynton, Ernest A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Outreach Programs,Program Evaluation,Performance,School Community Relationship,Universities,Scholarship,College Faculty,Teacher Participation

New knowledge is created in the course of the application of outreach. Each complex problem in the real world is likely to have unique aspects and thus it requires some modification of standard approaches. Hence, each engagement in outreach is likely to have an element of inquiry and discovery, leading to new knowledge. The flow of knowledge is in both directions. In this article, the author presents the great importance of outreach to the university as well as to society. It is in the institution's self-interest to ensure substantial engagement in outreach by appropriate departments and colleges. [This article was originally published in: &quot;Journal of Public Service and Outreach&quot; v1 n2 p16-22 1996. For a commentary on this article, &quot;Ernest Lynton and the Tyranny of Research,&quot; see EJ1097205.]
Teaching and Learning Methodologies Supported by ICT Applied in Computer Science
Author: Capacho, Jose
Date: 2016-04-00
Type: Journal Articles
Subjects: Teaching Methods,Information Technology,Computer Science Education,Games,Constructivism (Learning),Individualized Instruction,Problem Solving,Cooperative Learning,Learning Activities,Student Projects,Computation,Outcomes of Education,Electronic Learning,Learning Theories,Integrated Learning Systems,Simulated Environment,Concept Mapping,Active Learning,Programming,Graphs,Qualitative Research

The main objective of this paper is to show a set of new methodologies applied in the teaching of Computer Science using ICT. The methodologies are framed in the conceptual basis of the following sciences: Psychology, Education and Computer Science. The theoretical framework of the research is supported by Behavioral Theory, Gestalt Theory. Genetic-Cognitive Psychology Theory and Dialectics Psychology. Based on the theoretical framework the following methodologies were developed: Game Theory, Constructivist Approach, Personalized Teaching, Problem Solving, Cooperative Collaborative learning, Learning projects using ICT. These methodologies were applied to the teaching learning process during the Algorithms and Complexity--A&amp;C course, which belongs to the area of Computer Science. The course develops the concepts of Computers, Complexity and Intractability, Recurrence Equations, Divide and Conquer, Greedy Algorithms, Dynamic Programming, Shortest Path Problem and Graph Theory. The main value of the research is the theoretical support of the methodologies and their application supported by ICT using learning objects. The course aforementioned was built on the Blackboard platform evaluating the operation of methodologies. The results of the evaluation are presented for each of them, showing the learning outcomes achieved by students, which verifies that methodologies are functional.
Ernest Lynton and the Tyranny of Research
Author: Saltmarsh, John
Date: 2016-00-00
Type: Journal Articles
Subjects: Outreach Programs,School Community Relationship,Universities,Scholarship,Research,School Culture,Values,Educational Quality

In this commentary, author John Saltmarsh reflects on &quot;Journal of Public Service and Outreach&quot; article &quot;Ensuring the quality of outreach: The critical role of evaluating individual and collective initiatives and performance,&quot; written by Ernest A. Lynton and reprinted in this 20th anniversary issue of &quot;Journal of Higher Education Outreach and Engagement.&quot; The article was a continuation of Lynton's keen analysis of the developments in higher education in the latter decades of the 20th century that were undermining its public credibility and national importance. Perhaps it is a kind of supreme irony that Ernest Lynton, a physicist, identified the tyranny of research as the central culprit in the crisis of purpose of the American university. He was not lamenting the fundamental value of research, but instead the dominance that pure science as basic research has come to exert on narrow conceptions of what kind of academic work is valued--and, by insidious influence, on the homogenized organizational culture supporting basic research that has come to define quality in higher education. In this commentary, John Saltmarsh shares his thoughts on the article written 20 years ago, which was a continuation of Lynton's keen analysis of the developments in higher education in the latter decades of the 20th century. [For &quot;Ensuring the Quality of Outreach: The Critical Role of Evaluating Individual and Collective Initiatives and Performance&quot; (2016), see EJ1097203.]
The Scholarship of Engagement
Author: Boyer, Ernest L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Scholarship,Higher Education,Partnerships in Education,Colleges,Universities,School Community Relationship

In this article, author Ernest Boyer comes to the conclusion that scholarship of engagement has meaning at two levels: (1) connecting the university's rich resources to the most pressing social, civic, and ethical problems, making it the staging ground for action; and (2) creating a climate in which academic and civic cultures communicate more continuously and creatively, enlarging the universe of human discourse and enriching the quality of life for all. He concludes that ultimately, the scholarship of engagement also means creating a special climate in which the academic and civic cultures communicate more continuously and more creatively with each other, helping to enlarge what anthropologist Clifford Geertz describes as the universe of human discourse and enriching the quality of life for everyone. [This article was originally published in: &quot;Journal of Public Service &amp; Outreach&quot; v1 n1 p11-20 Spr 1996 (EJ532751). It was originally adapted from a speech delivered at the Induction Ceremony of the American Academy of Arts and Sciences, Cambridge, MA, October 11, 1995. For the 2016 commentary on this article, &quot;Ernest Boyer's 'Scholarship of Engagement' in Retrospect,&quot; see EJ1097218.]
The &quot;New&quot; Scholarship: Implications for Engagement and Extension
Author: Fear, Frank A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,Outreach Programs,Higher Education,Transformative Learning,Learner Engagement,Service Learning,Educational Objectives,Criticism,Extension Education

The engagement movement in higher education is related to the groundbreaking work of the late Ernest Boyer. The magnitude of Boyer's contribution is considerable, reflected certainly in the words of the late Donald Schön--a prolific contributor in his own right--when he interpreted Boyer's proposals as &quot;the new scholarship.&quot; Despite his admiration for Boyer, Schön was not enthusiastic about the prospects for change in higher education. He believed that the academy's prevailing institutional paradigm, what Schön called &quot;technical rationality,&quot; stood in conflict with the new scholarship. In this paper we summarize and interpret Schön's argument. We then discuss the implications of the new scholarship for the engagement movement. We close by considering implications of the new scholarship for cooperative extension, a higher education organization that actively affirms scholarship and engagement. [This article was originally published in: &quot;Journal of Higher Education Outreach and Engagement&quot; v7 n1-2 p29-39 2001-2002. For a commentary on this article, &quot;It's Time for a Second-Wave Movement,&quot; see EJ1097214.]
It's Time for a Second-Wave Movement
Author: Fear, Frank
Date: 2016-00-00
Type: Journal Articles
Subjects: Outreach Programs,Service Learning,Transformative Learning,Higher Education,Comparative Analysis,Context Effect,Scholarship,Learner Engagement,Criticism,Extension Education

In this commentary, authors Frank Fear and Lorilee R. Sandmann reflect on their 2001-2002 &quot;Journal of Higher Education Outreach and Engagement&quot; article &quot;The 'New' Scholarship: Implications for Engagement and Extension&quot; reprinted in this 20th anniversary issue of &quot;Journal of Higher Education Outreach and Engagement.&quot; This article and its interpretation illustrates the take of both authors on the outreach and engagement movement, especially on the way it has evolved over the decades. They comment about the time, 15 years ago, when they wrote the original article, and describe what they were doing at that time in their respective careers. [For &quot;The 'New' Scholarship: Implications for Engagement and Extension&quot; (2016), see EJ1097213.]
Interpretation of Errors Made by Mandarin-Speaking Children on the Preschool Language Scales--5th Edition Screening Test
Author: Ren, Yonggang
Date: 2016-00-00
Type: Journal Articles
Subjects: Mandarin Chinese,Error Analysis (Language),Error Patterns,Preschool Children,Language Tests,Screening Tests,Native Speakers,Phonemes,Language Proficiency,Linguistic Competence,Early Childhood Education,English (Second Language),Foreign Countries

We investigated typical errors made by Mandarin-speaking children when measured by the Preschool Language Scales-fifth edition, Screening Test (PLS-5 Screening Test). The intention was to provide preliminary data for the development of a guideline for early childhood educators and psychologists who use the test with Mandarin-speaking children. Seventy-one Mandarin-speaking children aged 36-69 months from 15 childcare centres in northwest Sydney participated in the study. The children all had typically developing Mandarin competence as screened by a standardised Mandarin test. The results were consistent with our hypotheses. That is, due to linguistic differences between Mandarin and English, and Chinese children's general low level of autonomy, the most challenging areas on the PLS-5 Screening Test were production of word final consonants which do not occur in Mandarin, the use of plurals, personal pronouns, and language items embedded with autonomy. Children's overall performance on the test improved when their time attending English speaking childcare increased. The results are discussed with reference to implications for psychologists and childcare educators working with Mandarin-speaking children.
Ernest Boyer's &quot;Scholarship of Engagement&quot; in Retrospect
Author: Rice, R. Eugene
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Scholarship,Higher Education,Community Involvement,Democracy,Participation,School Community Programs,School Community Relationship

In this commentary, author R. Eugene Rice reflects on Ernest Boyer's 1996 &quot;Journal of Public Service &amp; Outreach&quot; article, &quot;Scholarship of Engagement,&quot; (EJ532751) reprinted in this 20th anniversary issue of &quot;Journal of Higher Education Outreach and Engagement.&quot; Boyer opened his essay with a celebratory review of the earlier history of the scholarship of engagement. Of central importance is the case he makes for the fundamental relationship of education and democracy in the American experience. Rice notes that Boyer was right about the deterioration of the critical link between education and democracy. His warning that in this country higher education is increasingly being seen as &quot;part of the problem rather than the solution&quot; and has become a &quot;private benefit, not a public good&quot; (p. 14) could not have been more predictive. Boyer closed &quot;The Scholarship of Engagement&quot; by again being remarkably prescient. He identified two issues that must be vigorously engaged in the years ahead: the &quot;tragic plight of children&quot; (p. 17) and the role of colleges and universities in the nation's cities. Again Rice notes that Boyer could not have been more spot-on than in his call for targeting education in the early years and the deterioration of the nation's cities, but a cursory assessment of what has been accomplished over the past couple of decades in these two critical areas is enormously disappointing by any measure. Rice goes on to discuss a genuine movement composed of mostly younger scholars and practitioners that has formed a strong network calling for a radically different epistemological view. This shift extends to the wide, interrelated spectrum of roles necessary to support what has come to be called an ecology of learning. The relationship with peers, both on campus and off, is seen as less hierarchical and more inclusive--requiring the walls of the university to become more permeable and the relationship with colleagues in the learning process to become more collaborative and egalitarian. [For &quot;The Scholarship of Engagement&quot; (2016), see EJ1097206.]
Research Analysis on MOOC Course Dropout and Retention Rates
Author: Gomez-Zermeno, Marcela Gerogina
Date: 2016-04-00
Type: Journal Articles
Subjects: Online Courses,Private Colleges,Statistical Analysis,Probability,Student Characteristics,Dropout Rate,School Holding Power,Efficiency,Foreign Countries,Student Surveys

This research's objective was to identify the terminal efficiency of the Massive Online Open Course &quot;Educational Innovation with Open Resources&quot; offered by a Mexican private university. A quantitative methodology was used, combining descriptive statistics and probabilistic models to analyze the levels of retention, completion, and desertion, as well as the characteristics of the students who completed the course. The results show a 14% of student retention and an 11.7% of student completion, relative to the total number of participants, who had some common characteristics: having a graduate (master or doctorate), being experienced in online education, committed to the course and self-taught. The participants who abandoned the course expressed the following reasons: problems with the course's structure, limitations in the use of information and communication technologies or limited English proficiency, family reasons or low time disposition. It is recommended to take actions that will increase the knowledge in order to explain the MOOCs' desertion rates and to strengthen their structures to improve the retention and completion rates.
Preparing Future Faculty for Community Engagement: Barriers, Facilitators, Models, and Recommendations
Author: O'Meara, KerryAnn
Date: 2016-00-00
Type: Journal Articles
Subjects: Barriers,Faculty,School Community Programs,Models,Community Involvement,Graduate Study,Higher Education,Outreach Programs,Partnerships in Education,Community Responsibility,Literature Reviews,Doctoral Programs

This article considers the historical and current national context for integrating community engagement into graduate education. While it might be argued that most graduate education contributes generally to society by advancing knowledge, we are referring here to community engagement that involves some reciprocal interaction between graduate education (through students and faculty) and the public, an interaction that betters both the discipline and the public or set of stakeholders for whom the work is most relevant. The authors survey and synthesize the literature on the history of graduate education in the United States and assess current barriers to and facilitators of integrating community engagement into doctoral programs. The authors consider what models already exist that might be replicated. Finally, the article concludes with a set of recommendations for national service-learning and outreach organizations, graduate deans, department chairs, and faculty interested in integrating community engagement into their doctoral programs. [This article was originally published in &quot;Journal of Higher Education Outreach and Engagement&quot; v11 n4 p3-26 2006 (EJ1092909). For a 2016 commentary on this article, &quot;The State of Community Engagement in Graduate Education: Reflecting on 10 Years of Progress,&quot; see EJ1097226.]
The State of Community Engagement in Graduate Education: Reflecting on 10 Years of Progress
Author: Morin, Shauna M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Barriers,Faculty,School Community Programs,Models,Community Involvement,Graduate Study,Higher Education,Outreach Programs,Partnerships in Education,Community Responsibility,Literature Reviews,Doctoral Programs

In this article the authors reflect on KerryAnn O'Meara and Audrey Jaeger's 2006 article, &quot;Preparing Future Faculty for Community Engagement: Barriers, Facilitators, Models, and Recommendations&quot; (EJ1092909) reprinted in this 20th anniversary issue of &quot;Journal of Higher Education Outreach and Engagement.&quot; Ten years ago, O'Meara and Jaeger examined the evolving landscape for community engagement in graduate programs, from its historical underpinnings to the recent &quot;renaissance… in higher education community engagement&quot; (O'Meara &amp; Jaeger, 2006, p. 3). The article culminated with a set of recommendations for individuals--leaders of service-learning and outreach organizations, as well as faculty and administrators within academia--seeking opportunities to strengthen the scope and impact of community engagement in graduate higher education. In the decade since this article was published, there has been a sustained interest in graduate-level community engagement reflected in higher education scholarship and practice. The advent of Carnegie's Community Engagement classification (the foundation's first-ever elective classification) in 2006, as well as its present influence on higher education nationally, also emphasizes the continued relevance of conversations about community engagement within this field. Therefore, herein the authors briefly highlight the progress that has been made in the realm of graduate education, since their prior research was published, and comment on areas of potential future growth for community engagement in this domain. [For &quot;Preparing Future Faculty for Community Engagement: Barriers, Facilitators, Models, and Recommendations&quot; (2016), see EJ1097224.]
Pre-Service EFL Teachers' Self-Efficacy Beliefs, Goal Orientations, and Participations in an Online Learning Environment
Author: Ucar, Hasan
Date: 2016-04-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Self Efficacy,Student Motivation,Goal Orientation,Online Courses,Mixed Methods Research,Questionnaires,Mastery Learning,Correlation,Student Attitudes,Foreign Countries,Measures (Individuals),Distance Education,Open Education,Teacher Effectiveness,Interviews

This study examined the pre-service EFL teachers' self-efficacy beliefs, goal orientations, and participations in an online learning environment. Embedded mixed design was used in the study. In the quantitative part of the study, the participants were 186 senior pre-service EFL teachers and data were collected on two scales and a questionnaire. Qualitative data were collected in form of one-on-one interviews from 2 pre-service EFL teachers, the most representative of the population, to understand the motivation and behaviour variables. The findings of this research revealed that pre-service EFL teachers' self-efficacy believes are high but fragile. However, some of the participants had more than one goal orientation. The mastery and performance oriented pre-service teachers displayed different characteristics of motivation. Moreover, few of the pre-service EFL teachers participate in the online learning environment. Results also showed several positive associations between teachers' goal orientations and self-efficacy beliefs. The results as well as their implications are discussed and suggestions for future research are presented.