ethanporcaro/eric-fulltext-meta huggingface dataset:
The Prairie Valley Project: Reactions to a Transition to a Schoolwide, Multiage Elementary Classroom Design
Author: Bailey, Gregory J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary Schools,Mixed Age Grouping,Educational Change,Parent Attitudes,Teacher Attitudes,Elementary School Teachers,Looping (Teachers),Mixed Methods Research,Case Studies,Parent Surveys,Teacher Surveys,Family School Relationship,Class Size,Teacher Placement,Teacher Collaboration,Interpersonal Competence,Individualized Instruction,Nonparametric Statistics,Statistical Analysis

Originating from progressive educators who saw the need for student-centered educational designs rather than the traditional, single-age classroom design based on Henry Ford's assembly line, the multiage classroom design is returning as a viable alternative to the single-age classroom. The authors explored the perceptions of parents and teachers impacted during the transition of two elementary schools away from single-age classrooms to a multiage classroom design. This study specifically focused on kindergarten through fifth grade and examined the overall effect of the multiage design on these two groups and on the elements that were important to the administration. Results indicate that parents support the transition to a multiage design. Although they demonstrated support, teachers were significantly more neutral than the parents in several areas, such as family-school relationships, class size stability, teacher assignment stability, and overall ability of students to do well in the multiage classroom. The findings of this research will assist districts transitioning to a multiage design in identifying what elements of the design are likely to be supported by parents and teachers.
&quot;Just One More Thing I Have to Do&quot;: School-Community Partnerships
Author: Casto, Hope G.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Community Programs,Partnerships in Education,Elementary Schools,Rural Areas,Small Schools,Administrator Attitudes,Parent Attitudes,Teacher Attitudes,Community Attitudes,After School Programs,Summer Programs,Transitional Programs,School Readiness,Place Based Education,Barriers,Semi Structured Interviews,Case Studies

School-community partnering activities promote the education of children, the well-being of families, and the vitality of communities. This study explores the connections that exist and are desired between a small, rural elementary school and its local community. Interviews (n = 21) with district and school administration, teachers, parents, and community members revealed that partnerships exist to create afterschool and summer activities for children as well as to promote literacy and ease the transition to middle school. The primary obstacle is organization, including the time and resources to create and maintain partnerships. Geographic isolation affects volunteer activity in the school. Community connections are considered as horizontal (local) and vertical (school district) ties for the school. Place-based education is described as a form of partnering that could enhance the educational experience of students while simultaneously creating horizontal ties for the school and its community.
Toward a Science of Honors Education
Author: Jones, Beata M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Students,Curriculum Development,Instructional Design,Evidence Based Practice,Guidelines,Stakeholders,Course Evaluation,Curriculum Evaluation,Curriculum Implementation,Formative Evaluation,Summative Evaluation,Metacognition,Feedback (Response)

In this article, Beata Jones attempts to organize the honors discipline into a comprehensive framework that can guide explorations and shed light on specific attributes of honors entities in the framework of their interrelationships. The framework offers an approach to deal with the inherent fragmentation of the field, which can lead to incoherence. Jones believes that just as honors students are asked to push boundaries of knowledge in their research, honors educators should also be tasked with similar challenges and model good scholarship in the field. Summarizing what is already known about honors from the annual surveys and prior studies of honors is one way to start. Analysis of the research data compiled by the National Collegiate Honors Council (NCHC) and available on the NCHC website is already underway, and collaboration on further data collection will continue. With the help of NCHC publications, NCHC conferences, and orchestrated honors community work, Jones is optimistic that the field might be able to write a comprehensive, evidence-based &quot;Field Guide to Honors Education&quot; in the next five years.
Promoting Family Literacy through the Five Pillars of Family and Community Engagement (FACE)
Author: Kuo, Nai-Cheng
Date: 2016-00-00
Type: Journal Articles
Subjects: Family Literacy,Preservice Teachers,Educational Principles,Educational Practices,Emergent Literacy,Family Involvement,Access to Information,Mentors,Partnerships in Education,Knowledge Base for Teaching,Grounded Theory,Class Activities,Field Experience Programs,Educational Opportunities,Questionnaires,Student Teacher Attitudes,Parent Teacher Cooperation,Qualitative Research

Family literacy involves factors beyond what is done at home between parents and children. To help preservice teachers develop their understanding of the multiple dimensions of family literacy, this study uses the five pillars of family and community engagement (FACE)--early literacy, family involvement, access to books, expanded learning, and mentoring partnerships (Scholastic, 2013)--to examine how these five elements influence preservice teachers' knowledge of and practices in family literacy. While each of the five pillars of FACE is critical to the needs of family literacy development and is well described in the literature, there is limited research on the impact of the five pillars of FACE on preservice teachers' knowledge of and practices in family literacy. Thus, grounded theory methodology (Glaser &amp; Strauss, 1967) was incorporated in the present study to investigate the actualities in the classroom. After completing 20 sessions of in-class activities and 30 hours of fieldwork, the results indicate that the use of the five pillars of FACE not only increased the participants' knowledge of the multiple dimensions of family literacy but also positively influenced their practices in fieldwork.
A Literature Review of Afterschool Mentoring Programs for Children at Risk
Author: McDaniel, Sara
Date: 2016-00-00
Type: Journal Articles
Subjects: Literature Reviews,After School Programs,Mentors,At Risk Students,Program Descriptions,Evidence Based Practice,Demography,Environmental Influences,Best Practices,Individual Characteristics,Interpersonal Relationship,Capacity Building,Search Strategies

Afterschool programs such as tutoring and school-based or community-based programs have effectively functioned as prevention and intervention programs for children at risk. This literature review focuses on afterschool mentoring programs for children at risk. The purpose of reviewing the literature was to (a) determine the breadth and scope of the literature base, (b) identify program features, and (c) synthesize information to inform practical considerations. A systematic review process yielded 10 articles that met the criteria and were reviewed for (a) mentee characteristics, (b) mentor characteristics, (c) program components, (d) program evaluation procedures, (e) program type, and (f) type of research. Results are discussed in terms of program features and practical implications based on the findings of the review.
Exploring School- and Home-Related Protective Factors for Economically Disadvantaged Middle School Students
Author: Okilwa, Nathern S. A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Students,Economically Disadvantaged,Predictor Variables,Parent Participation,Student School Relationship,Academic Achievement,Educational Experience,Poverty,Early Adolescents,Children,Longitudinal Studies,Surveys,Adolescent Development,At Risk Students,Academic Failure,Socioeconomic Status,Gender Differences,Race,Ethnicity,Correlation,Statistical Analysis

This study explored the experiences of middle school students, particularly focusing on the academic achievement of economically disadvantaged students. For low SES middle school students, the known cumulative effects of poverty coupled with school transition and early adolescence development heighten the potential risks for school failure. By utilizing the nationally representative Early Childhood Longitudinal Study-Kindergarten (ECLS-K) 1998/99 longitudinal data, this study explored parent involvement and school belonging as potential protective factors. The findings for this study showed that when parent involvement and school belonging were considered together, parent involvement emerged not to be significant while school belonging consistently emerged as a significant predictor of achievement. However, while school belonging emerged as a significant predictor, prior achievement was the single strongly significant factor explaining achievement.
How Did Successful High Schools Improve Their Graduation Rates?
Author: Robertson, Janna Siegel
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduation Rate,High Schools,School Effectiveness,Educational Improvement,School Surveys,Dropout Prevention,School Holding Power,School Policy,Evidence Based Practice,Student Characteristics,Intervention,Educational Change,Educational Practices

The researchers surveyed 23 North Carolina high schools that had markedly improved their graduation rates over the past five years. The administrators reported on the dropout prevention practices and programs to which they attributed their improved graduation rates. The majority of schools reported policy changes, especially with suspension. The main interventions that showed positive impact were improvements in academic support, school/classroom climate, and transition from middle to high school. School districts did support their schools, but only 61% gave additional financial support. Several school administrators reported success of specific programs, teachers having engaging lessons and high expectations, close monitoring of students, giving students more chances to succeed, and improved individual/family support as contributors to their improved graduation rates.
Are Teacher and Principal Candidates Prepared to Address Student Cyberbullying?
Author: Styron, Ronald A., Jr.
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Bullying,Teacher Education,Administrator Education,Principals,Educational Practices,Educational Policy,Identification,Elementary Secondary Education,Incidence,Student Attitudes,Student Surveys,Best Practices,Familiarity,Statistical Analysis

The purpose of this study was to examine the preparation of teacher and principal candidates to address problems created in K-12 settings as a result of cyberbullying. Participants included teacher and principal preparation students. Findings indicated that respondents were familiar with the most common forms of cyberbullying and its impact on students, but only moderately aware of the extent that students initiated acts of cyberbullying and the appropriate responses. Recommendations for policy and practice included additional training regarding the identification of cyberbullying and its impact on students and the creation of modules pertaining to cyberbullying and digital citizenship inserted into courses that address the use of technology.
Extension of Positive Behavioral Interventions and Supports from the School to the Bus: A Case Study
Author: Collins, James C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Intervention,Case Studies,Student Behavior,Behavior Problems,Student Transportation,Referral,Discipline Problems,Middle School Students,Outcomes of Treatment,Positive Behavior Supports

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based practice that has been shown to prevent and remediate challenging student behaviors, while concurrently improving academic outcomes. While the implementation of PBIS is a schoolwide process which involves multiple intensive trainings for all instructional and support staff, the vast majority of studies to date have focused on problem behaviors occurring within the school house, in either structured (e.g., classroom) or unstructured (e.g., playground) settings. This study extended the provision of common PBIS strategies and training components to bus drivers, with the goal of reducing challenging student behaviors during times of transit to and from school. Results revealed a substantial reduction of bus discipline referrals at the middle school level, while receiving high levels of satisfaction from both the bus drivers and school administrators. Additional findings and suggestions for future implementation are provided.
The Role of Faculty in Connecting Canadian Undergraduate Arts and Humanities Students to Scholarly Inquiries into Teaching: A Case for Purposeful Experiential Learning
Author: Ratsoy, Ginny R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Experiential Learning,Undergraduate Students,Humanities,Teacher Role,Student Participation,Scholarship,Instruction,Learning,Conferences (Gatherings),Communities of Practice,Research Assistants,Student Research

Increasingly, various sectors of Canadian universities are advocating an assortment of beyond-the-classroom learning models--from research assistantships through service learning and cooperative education placements. At the same time, faculty who engage in the Scholarship of Teaching and Learning (SoTL) and related inquiries into teaching and learning are striving to shift attention on their activities from the periphery to a more central position within campus culture--a particular challenge for Arts and Humanities professors, who may find themselves marginalized &quot;within&quot; SoTL. This article focuses attention on the intersections of experiential learning and SoTL and SoTL-related activity. Students have much to benefit from, and offer to, these activities--beyond their usual role as subjects of studies. I present a framework based on examples from research and my own experiences--with a focus on undergraduate Arts students, who, arguably, have the fewest opportunities for Experiential Learning in general--that illustrates varying degrees of involvement. As Arts faculty attempt to enhance and highlight inquiries into teaching and learning, they would be wise to conjoin them with experiential learning by including students in the process and product.
Engaging First-Year University Students in Research: Promise, Potentials, and Pitfalls
Author: Sangster, Sarah L.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Research,Pilot Projects,College Faculty,Educational Benefits,Program Descriptions,Interdisciplinary Approach,Agricultural Education,Environmental Education,Womens Studies,Gender Issues,Psychology,Teacher Attitudes,Researchers,Teaching Methods,Learner Engagement,Foreign Countries,Interviews,Surveys,Focus Groups,Program Evaluation,Mixed Methods Research

In 2014, the Undergraduate Research Initiative at the University of Saskatchewan implemented a pilot project to organize, support, and promote curriculum-based research experience as an integral aspect of participating first-year courses. The framework for the course-based initiative was the research arc; usually in groups, students in these classes would develop a research question, investigate it using discipline-appropriate methodologies, and disseminate the results. Nine classes (Agriculture, Animal Bioscience, Environmental Science, Women's and Gender Studies, Psychology, Kinesiology, and Interdisciplinary Studies) participated in this program pilot. There were four key agents in the program: faculty instructors, research coaches, students in participating first-year classes, and university administrative staff. This preliminary evaluation of the pilot suggests that first-year undergraduate research experiences have potential to benefit the undergraduate student participants as well as the faculty and research coaches involved. The primary benefits that faculty reported experiencing included an increased interest in ways to engage learners, reexamination of and reflection on their teaching strategies, the pragmatic support of a research coach helping with their work load, and an invigoration of their research. The primary benefits to research coaches included enhancement of their professional skills, experience in lesson planning and facilitation, CV building, and an ideology shift in how to best facilitate learning for undergraduate students. The most prominent benefits for undergraduate students appeared to be that they gained a better idea about how researchers think and work, that they increased their understanding of how research works, and that their own research and professional skills had improved. Early, bottom-up evaluation identified characteristics of implementation that appear to best facilitate achievement of the initiative's outcomes and identified the potential pitfall of imposing outcomes, from related but distinct initiatives, that may not be achievable or optimal in in the setting of first-year classes. The results of this evaluation suggest that rather than gaining clarity or focus, first-year students in course-based research experiences might gain awareness of their personal potential, of the potential of research, and of their career/educational options.
Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph
Author: Murray, Jacqueline
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,First Year Seminars,Interdisciplinary Approach,College Faculty,Teacher Surveys,Teacher Attitudes,Networks,Faculty Development,Program Effectiveness,Likert Scales

First-year seminar programs have been a feature on the landscape of post-secondary teaching and learning in the United States, since they first appeared in the 1880s at Boston University (Mamrick, 2005). More recently, they have begun to appear at Canadian universities. For example, first-year seminars were introduced a decade ago at the University of Guelph, as a campus-wide initiative. To recognize the first decade that these unique, interdisciplinary seminars have been offered, faculty were surveyed to understand better the impact of the program on those teaching in it, as well as their perceptions of their students. The experience of the University of Guelph suggests first-year seminar programs can have a significant influence on the teaching and professional experience of faculty and encourages them to extend their networks beyond the department and across the campus. Significantly, seminars serve as sites for pedagogical experimentation that can influence departmental curricula. Faculty who teach a first-year seminar have high satisfaction and report myriad benefits to morale, teaching, and research. The salutary effects of a first-year seminar program are not local but would be transferable across post-secondary institutions.
Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning
Author: Groen, Jovan F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Mixed Methods Research,Questionnaires,Interviews,Focus Groups,Student Attitudes,Video Technology,Lecture Method,Foreign Countries,Attendance,College Students,Learning Strategies,Student Satisfaction

This study sought to provide a better understanding of how lecture capture technology is used by students and how its use is related to student satisfaction, attendance, and academic performance. Using a mixed method design with both quantitative and qualitative methods to collect data, instruments included a student questionnaire, interviews and focus groups, lecture capture usage statistics, and grades. Results showed that 63% of students were satisfied with lecture capture and 75% of students indicated that it had facilitated their learning. Students primarily used the recordings to learn what they had missed while in class (79%) or because they were absent (72%). 70% of students reported having watched at least 50% of the recorded material (27% watched all the material), and only 8% of students did not view any recordings. Student satisfaction had a significant positive relationship with the number of lectures viewed. In regards to attendance, the self-reported data from students indicated that 61% of students did not miss classes (none or just one class). Students with the greatest number of missed classes viewed the recordings more frequently. As for student achievement, 68% of students indicated that lecture capture helped them to achieve better grades. Students with lower course marks accessed the recordings more frequently than those with higher marks. Instructor perceptions were that lecture capture predominately helped average to below average students achieve slightly better marks, but had less of an impact on the grades for particularly low and high achieving students.
Determining Student Competency in Field Placements: An Emerging Theoretical Model
Author: Salm, Twyla L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Qualitative Research,Case Studies,Field Experience Programs,Competency Based Education,Practicum Supervision,Academic Advising,Preservice Teacher Education,Social Work,Nursing Education,Schools of Education,Professional Development,Professional Identity,Accountability,Teacher Student Relationship,Models,Interdisciplinary Approach,Minimum Competency Testing,Faculty Advisers,Teacher Attitudes,Semi Structured Interviews

This paper describes a qualitative case study that explores how twenty-three field advisors, representing three human service professions including education, nursing, and social work, experience the process of assessment with students who are struggling to meet minimum competencies in field placements. Five themes emerged from the analysis of qualitative interviews. The field advisors primary concern was the level of professional competency achieved by practicum students. Related to competency were themes concerned with the field advisor's role in being accountable and protecting the reputation of his/her profession as well as the reputation of the professional program affiliated with the practicum student's professional education. The final theme--teacher-student relationship--emerged from the data, both as a stand-alone and global or umbrella theme. As an umbrella theme, teacher-student relationship permeated each of the other themes as the participants interpreted their experiences of the process of assessment through the mentor relationships. A theoretical model was derived from these findings and the description of the model is presented.