ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Contributing to the Persistence of African American and Hispanic Undergraduate Males Enrolled at a Regional Predominantly White Institution
Author: Hall, Reginal R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Males,African American Students,Hispanic American Students,White Students,Racial Composition,Racial Bias,Graduation Rate,Academic Persistence,Critical Theory,Race,Focus Groups,Student Attitudes,Student Experience,Barriers,Phenomenology,College Faculty,Ethnic Stereotypes,Student Participation,College Environment

The purpose of this study is to explore factors that may contribute to the persistence and graduation rates of African American and Hispanic undergraduate males enrolled at regional fouryear public universities in Texas. African American and Hispanic males have lower graduation rates in both secondary and post-secondary education than their White peers (Harper, 2010; Swail, Cabrera, Lee, &amp; Williams, 2013). The qualitative research investigated characteristics that exist among African American and Hispanic undergraduate males who have persisted and were retained at the university through their senior academic year. The research problem was explored through the lens of critical race theory and racial microaggressions. Focus group interviews were administered that allowed the researcher to explore the individual experiences of African American and Hispanic males regarding academic and non-academic factors that may have served as supports and/or barriers to their persistence. A thematic analysis was conducted to evaluate the qualitative data.
Investigation of Factors Relating to the Web-Based Presentation of Policy and Information on Campus Firearm Policy and Smoking Policy
Author: McGowan, Veronica F.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Policy,Smoking,Weapons,Colleges,College Environment,Internet,Information Dissemination,Language Usage,Barriers,Documentation,Content Analysis,Qualitative Research

In order to explore themes of privilege in regard to policy availability, language accessibility, and underlying bias, policies related to two topics of interest to higher education campus visitors, campus firearm carry policy and smoking policy, are explored to determine how Web-based information is presented to various audiences. Implications of policy accessibility are compelling; language barriers can adversely affect access to campus events and educational services. Representative samples of policies of five states that allow some form of open or concealed campus firearm carry were studied to determine possible factors of importance. Representative samples of two additional states in the more restrictive continuum of the campus carry issue were also studied as a control. In addition, policies relating to smoking were examined to determine themes related to overall policy presentation approach. Findings indicate that few Websites facilitate the provision of translated policy, and that few options exist for easy translation of policies into other languages at the point of origin. In addition, this study presents evidence that the recentness of legislative activity and desire to mitigate visitor concerns may be considered as factors impacting policy availability.
A Tale of Two Policies: The Case of School Discipline in an Ontario School Board
Author: Milne, Emily
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Discipline,Case Studies,Discipline Policy,School Policy,Teacher Attitudes,Educational Legislation,School Safety,Interviews,School Administration,Accountability,Fidelity,Policy Analysis,Criticism,Elementary Secondary Education

This study examines how staff working for one Ontario school board perceive two distinct approaches to school discipline policy: the Safe Schools Act (Bill 81) and Progressive Discipline and School Safety (Bill 212). The more centrally controlled and rigid Safe Schools Act was criticized by interviewees and cited for human rights violations. However, the inherent flexibility and vagueness of the Progressive Discipline policy that replaced it was seen to lead to inconsistent policy implementation and unequal outcomes for students. This paper considers the broader implications of policies that are &quot;tightly coupled&quot; or &quot;loosely coupled&quot; in terms of teachers' professional discretion, accountability, and student outcomes.
Creating a Crisis: Selling Neoliberal Policy through the Rebranding of Education
Author: Parker, Lana
Date: 2017-00-00
Type: Journal Articles
Subjects: Neoliberalism,Educational Change,Educational Policy,Policy Analysis,Political Socialization,Accountability,Ethics,Politics of Education,Criticism,Educational History,Educational Sociology,Institutional Advancement,Educational Objectives,Educational Needs,Foreign Countries

How is it that neoliberal education policies, often lacking evidentiary basis, come to be endorsed--often by the very people they alienate and marginalize? This work seeks to expose how this kind of exclusive policy is sold to a public through intricate hortatory tools. Using critical policy analysis with an emphasis on historical development and political sociology, I employ marketing literature on branding as the analytical framework for a case study of the government's education platform in Ontario, Canada. At the conclusion, I propose that it is necessary to step away from accountability jargon to reconsider the purpose of education and to recuperate what it means to be &quot;responsible for&quot; rather than &quot;accountable to&quot; one another.
Inclusion of Students with Special Education Needs in French as a Second Language Programs: A Review of Canadian Policy and Resource Documents
Author: Muhling, Stefanie
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,French,Second Language Instruction,Educational Policy,Inclusion,Disabilities,Documentation,Content Analysis,State Policy,Equal Education,Access to Education,Curriculum

This article describes a document analysis of policy and resource documents pertaining to inclusion of students with special education needs (SSEN) in Canadian French as a Second Language (FSL) programs. By recognizing gaps and acknowledging advancements, we aim to inform current implementation and future development of inclusive policy. Document analysis of a) special education documents and b) FSL policy and support documents revealed that over 80% of provincial and territorial education ministries currently refer to inclusion of SSEN in FSL. With the intent of remediating identified inconsistencies in actual application, this article concludes with specific recommendations to enhance inclusive practice.
Influence of Pedagogical Supervisors&apos; Practices and Perceptions on the Use of Results-Based Management
Author: April, Daniel
Date: 2017-00-00
Type: Journal Articles
Subjects: Influences,Teacher Supervision,Administrative Policy,Administrative Principles,Leadership Styles,Educational Practices,Legal Responsibility,Strategic Planning,Assistant Principals,Difficulty Level,Expectation,Feedback (Response),Self Efficacy,Administrator Effectiveness,Teacher Administrator Relationship,Academic Aspiration,Administrator Attitudes,Elementary Secondary Education,Foreign Countries,Focus Groups,Interviews

In the province of Québec, Canada, school principals are obligated by law to ensure pedagogical supervision. This law, the Public Education Act (Government of Québec, 2017), also advocates a contractual Results-Based Management approach (RBM). We examined how the practices and perceptions of these supervisors influence the implementation of this approach. The legal ramifications for these school leaders were also explored, as were the concept of pedagogical supervision and the underlying principles of the goal-setting theory and task performance (Locke &amp; Latham, 1990; 2002; 2006) which constituted the conceptual framework of our research. This study was part of a collaborative research project conducted with 21 school principals and vice-principals of the &quot;Découvreurs&quot; School Board in Québec City. Results show that RBM supports the pedagogical perspective of the supervisors and rallies the school-team to adopt the proposed objectives. However, the goals of one member may not be the same as those of the organization and the setting of goals may limit exploration and achievement if members underestimate the means.
The Movement of Teachers within Ontario School Boards
Author: Sibbald, Timothy
Date: 2017-00-00
Type: Journal Articles
Subjects: Boards of Education,Foreign Countries,Faculty Mobility,Teacher Transfer,Secondary School Teachers,Qualitative Research,Case Studies,Interviews

This study examines teacher movement between secondary schools within the same school board using qualitative multiple case study. Interviews were conducted with each participant before moving, shortly after moving, and a period of time after moving schools. The coding of the interviews found evidence corroborating known themes of leadership, teacher match to the school environment, professional success, peers, working conditions, productivity, personal reasons, the school building, socio-economic situation of the community, financial considerations, and proximity to where teachers went to school, were born, and have relatives. However, two additional themes, stress and the role of policies, were identified before achieving theoretical saturation; these two additional themes are the focus of this article.
Reconciliation and the Academy: Experience at a Small Institution in Northern Manitoba
Author: Smith, Dan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Definitions,Scholarship,Information Management,Information Utilization,College Administration,Institutional Characteristics,Governance,Curriculum Development,Faculty Recruitment,Performance Factors,Knowledge Management

This article accepts a definition of reconciliation that includes a need for fundamental change in society. The article argues that &quot;knowledge&quot; is critical to the business of the academic enterprise and that the relationship the academy has with knowledge is fundamental; for the academy to truly reconcile, then, changing that relationship is essential. This article describes the experiences of University College of the North as it undertakes reconciliation and how it is seeking to redefine its relationship with knowledge within the context of a larger and westernized post-secondary environment.
Curriculum Integration: An Overview
Author: Wall, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Middle Schools,Early Adolescents,Middle School Students,Middle School Teachers

Curriculum integration is a tenet of middle level education. &quot;This We Believe,&quot; the position paper of the Association for Middle Level Education, advocates for curriculum that is exploratory, relevant, integrative, and meaningful for young adolescents. Teachers can integrate curriculum across content areas by anchoring units of study in issues and themes that are determined along with students. Researchers have studied curriculum integration in different capacities, and further research can continue to explore the impact of this approach to curriculum.
Integrating Art and History: A Model for the Middle School Classroom
Author: Kahn, Brian
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Studies,Middle School Teachers,Middle School Students,Early Adolescents,Art Education,History Instruction,Units of Study,Death,Jews

One of the major challenges facing middle level social studies teachers is to help young adolescents understand the relevance of the past in the present day. As middle level learners are primed to develop their cognitive abilities and to view people and events from the past from multiple perspectives, it is imperative that teachers go beyond the traditional methods of teaching history and assist students to personalize the impersonal. This article presents a model that incorporates the National Core Arts Standards to the teaching of history through the use of sculpture created by a child survivor of the Holocaust. The integration of the visual arts and history presents an opportunity for the middle level learner to examine the lives of their counterparts from past eras, as they begin to build their own relationship with the historical past.
Digital Storytelling: A Tool for Identifying and Developing Cultural Competence with Preservice Teachers in an Introduction to Middle Level Education Course
Author: Ruppert, Nancy
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle Schools,Cultural Awareness,Story Telling,Technology Uses in Education,Educational Technology,Student Diversity,Teacher Competencies,Teaching Methods,Teacher Attitudes,Program Effectiveness

Using five themes associated with a diversity intensive undergraduate course, preservice teachers in an upper level introduction to middle grade course described their knowledge of cultural competence using digital storytelling as the tool. Findings suggest digital storytelling provides a tool to explore and describe how cultural competence is developed from personal identity products to preservice teachers' beliefs as they relate to students in schools.
Learning by Doing: Service Learning as a Means of Personal Growth in the Middle Grades
Author: Farber, Katherine A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Individual Development,Middle School Students,Middle School Teachers,Early Adolescents,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Middle Schools,Teacher Student Relationship,Parent Student Relationship,Literature Reviews

Does service learning impact the personal growth of middle grades students in grades 4-8? If so, in what ways? A review of the literature indicates that it does, in terms of the development of empathy, responsibility, civic engagement, and self-efficacy. In addition, findings include growth in students' communication with parents and teachers. In this literature review the developmental match between service learning and early adolescence is analyzed, as well the research on personal growth and service learning among K-16 populations. In addition, the issues of reducing bias, possible pitfalls of service learning in relation to personal development, and a measurement tool for future studies are shared. Findings include the importance of reflection, project duration, and mutual understanding between those served and participants of service learning. With these components in place, service learning can lead to significant personal growth in students, especially middle level learners.
Analyzing the Effectiveness of Vocabulary Knowledge Scale on Learning and Enhancing Vocabulary through Extensive Reading
Author: Iqbal, Syeda Asima
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary,Language Skills,Language Tests,Reading,Interviews,English (Second Language),Second Language Learning,Foreign Countries,Elementary School Students,Grade 8,Mixed Methods Research,Pretests Posttests

This research is about the effectiveness of Vocabulary Knowledge Scale after extensive reading which helps in the enhancement of global language skills especially their vocabulary. This research is an endeavor to create an awareness of its significance in language acquisition through extensive reading especially focusing on vocabulary. The Vocabulary Knowledge Scale and interviews were the data collection tools. On the basis of analysis and interpretation, it was understood that Vocabulary Knowledge Scale was helpful in measuring vocabulary of the students and showed improvement in their vocabulary. This research also exposed many weaknesses of the administration and teachers. Further, it became clear that at the moment the problem was of insufficient training of teachers to motivate their students and be the best role models. Administration and teachers both need to show willingness to motivate students to develop reading habits.
Effective Children&apos;s Rights Education from the Perspectives of Expert Teachers in Children&apos;s Rights Education: A Turkish Sample
Author: Öztürk, Ayse
Date: 2017-00-00
Type: Journal Articles
Subjects: Childrens Rights,Teacher Attitudes,Expertise,Elementary School Teachers,Foreign Countries,Case Studies,Interviews,Focus Groups,Qualitative Research,Content Analysis

The purpose of this study was to investigate Effective Children's Rights Education (ECRE) from the perspectives of classroom teachers who are experts in children's rights education (TECR). The data were collected through focus group interview method in this research designed as a case study. The sample of the study consists of six qualified primary school teachers for children's rights education selected by critical case sampling method. The data were interpreted with the help of content analysis method. Five different understandings have been proposed related to effective children's rights education. In the light of these understandings, detailed information has been obtained in reference to proposed ways for the administration of effective children's rights education and where and with whom the process should take place. Furthermore, information has been obtained about the arrangements that TECR have made at class and school levels for an effective children's rights education. The research is important in terms of providing information on the insights into ECRE and its practices at schools in Turkey.
Teachers&apos; Professional Development: The Case of WhatsApp
Author: Cansoy, Ramazan
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Social Media,Faculty Development,Communities of Practice,Computer Mediated Communication,Qualitative Research,Content Analysis,Transcripts (Written Records),Science Teachers,Pedagogical Content Knowledge,Social Support Groups,Shared Resources and Services,Scholarship,Foreign Countries,Observation

In this study, the kinds of shares made by science teachers in a WhatsApp group as an online community of practice to support professional development were examined. The netnographic research method, one of the qualitative research methods, was used in the study. The messages shared by 12 science teachers, who worked at a private school between the years 2015-2016, in the WhatsApp group were examined in the study. Content analysis was applied to the data, and the themes were created. In the study, it was observed that teachers made shares in four different themes that support professional development. These were found to be shares for field knowledge, shares for pedagogical content knowledge, shares for in-school teaching practices and shares for emotional support among teachers. In this context, it was revealed that programs providing online chatting opportunities could be an important tool in ensuring the professional development of teachers.
Identification of the Predictive Power of Five Factor Personality Traits for Individual Instrument Performance Anxiety
Author: Özdemir, Gökhan
Date: 2017-09-00
Type: Journal Articles
Subjects: Personality Traits,Predictive Validity,Anxiety,Musical Instruments,Performance,Preservice Teachers,Music Education,Affective Measures,Correlation,Multiple Regression Analysis,Foreign Countries,Personality Measures,Statistical Analysis

This study, with the aim of identifying the predictive power of the five-factor personality traits of music teacher candidates on individual instrument performance anxiety, was designed according to the relational screening model. The study population was students attending the Music Education branch of Fine Arts Education Departments in Educational Faculties in Turkey with the sample comprising 256 students attending the Music Education branch of Mehmet Akif Ersoy University, Pamukkale University and Mugla Sitki Koçman University during the 2016-2017 academic year. For data collection in the study, the Individual Instrument Performance Test Anxiety Scale developed by Dalkiran et al. (2014) and the Adjective-based Personality Test developed by Bacanli et al. (2009) according to the five factor concept were used. Correlation analysis was performed to test whether there was a significant correlation between the individual instrument performance anxiety of students and the five factor personality traits. Additionally, to determine the predictive power of the five factor personality traits on individual instrument test performance anxiety of Music Education branch students, standard multiple regression analysis was performed. Data were tested at the significance level of 0.05. According to the obtained data, it can be said there is a significant correlation between the individual instrument performance anxiety levels and the five factor personality traits of Music Education branch students. A positive and high level relationship was identified between performance anxiety levels and the five factor personality trait of emotional balance/neuroticism, while there was no correlation with agreeableness and performance anxiety level. Extraversion and openness to experience had a negative correlation with performance anxiety level, while there was a positive correlation observed between conscientiousness and performance anxiety. The five factor personality traits of emotional balance/neuroticism and conscientiousness positively and significantly predicted performance anxiety, while extraversion negatively and significantly predicted performance anxiety level. Contrarily, openness to experience and agreeableness were not identified to significantly predict performance anxiety level.
A Research on Mathematical Thinking Skills: Mathematical Thinking Skills of Athletes in Individual and Team Sports
Author: Onal, Halil
Date: 2017-09-00
Type: Journal Articles
Subjects: Athletes,Mathematics,Mathematical Logic,Adolescents,Adults,Foreign Countries,Team Sports,Thinking Skills,Logical Thinking,Problem Solving,Student Surveys,Statistical Analysis

The aim of this research is to examine the mathematical thinking skills of licensed athletes engaged in individual and team sports. The research is designed as a survey model. The sample of the research is composed of 59 female and 170 male licensed athletes (n = 229) and (aged 14 to 52) licensed who do the sports of shooting, billiards, archery, tennis, basketball, football, volleyball in various clubs in Turkey. The &quot;Mathematical Thinking Scale&quot; developed by Ersoy (2012) has been employed in the research. Individual sports athletes are more likely to have higher mathematical thinking scores than team athletes. In sports types; those who play billiards and archery have higher scores of mathematical thinking skills compared to other sports types. According to the type of sports the lowest scores of thinking skills were obtained by basketball players. These differences are valid for higher-level thinking tendencies, reasoning, mathematical thinking skills and problem-solving skills, which are sub-dimensions of the mathematical thinking scale.