ethanporcaro/eric-fulltext-meta huggingface dataset:
Joe Cytrynbaum: Labor Leader
Author: Janson, Michael
Date: 2010-00-00
Type: Journal Articles
Subjects: Local History,Unions,Profiles,Social Justice,Activism,Teaching Assistants,Colleges,Educational Administration,Graduate Students,Faculty Organizations,Labor Demands

This personal reflection, as a tribute to Joe Cytrynbaum, is a primer on the struggle in which he was involved, covering the general history of the movement and the local history at the University of Pennsylvania (Penn). Part I sketches the history of graduate employee unionization in the United States. Part II discusses the union movement at Penn and recalls Joe's involvement. Part III considers what the movement accomplished and looks toward the future. Joe was a dynamic and impassioned leader of the union. This reflection cannot do justice to his memory, but it is a small tribute to his work. (Contains 1 endnote.)
Umoja Joe
Author: Leff, Lila
Date: 2010-00-00
Type: Journal Articles
Subjects: Poverty,At Risk Students,Secondary School Teachers,Cultural Pluralism,Educational Change,Advocacy,Student Development,Urban Schools,Youth Programs,High Schools

It was spring of 2004 when Joe Cytrynbaum interviewed to become the Program Director at Umoja Student Development Corporation in Chicago. Umoja is a weird hybrid of a youth development/educational reform organization. The organization operates from the premise that all sustainable change (for individuals and systems) has to happen in the context of meaningful relationships; that purposeful relationships are the first step in making anything better--even the hard core, long-term impacts of poverty. Its operational formula is part art and part science. It involves moving into the most under-resourced and under-performing high schools in Chicago and walking beside students in their journey. In this article, the author offers a remarkable glimpse of Joe at work at Umoja, the Chicago youth advocacy organization Joe joined immediately after his graduation from Penn's doctoral program in education, culture, and society.
Joe Knew There Was Something Wrong
Author: Coval, Kevin
Date: 2010-00-00
Type: Journal Articles
Subjects: Poetry,Profiles,Cultural Influences,Social Justice,High Schools,At Risk Students,Disadvantaged Youth,Violence,Urban Schools,Student Development,School Community Relationship

This article presents a poem about Joe Cytrynbaum. The poem brings together all the many facets of Joe's personality into a crystal-clear image of the beautiful, smart, and magnanimous individual Joe's family, friends, students, and colleagues all knew him to be.
Collaboration as a Site of Personal and Institutional Transformation: Thoughts from Inside a Cross-National Alliance
Author: Ravitch, Sharon M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Agency Cooperation,Values,Cooperation,International Cooperation,Foreign Countries,Family Programs,Family Counseling,Workshops,Counselors

Collaboration in an applied development context has the power to be transformative at the institutional, communal, interpersonal, and individual levels. This commentary seeks to share one story of collaboration-building as a way to explore the concept of reciprocal transformation in cross-national collaboration more broadly. The authors discuss the background and context of the collaboration. Throughout the collaboration-building process the authors have learned that developing a substantive understanding of each other's process, goals, values, and contexts is a precursor to a successful and sustainable collaboration. When collaboration is developed between systems that share similarities in culture, language, and philosophy, cooperation between these systems to achieve shared and individual objectives is potentially more easily negotiated since core dynamics are often similar enough to employ and maintain a dialogic process essential for balance and cooperation between the interested parties. The authors believe that building authentic collaboration relies upon the development and ongoing refinement of multiple, intersecting core values and approaches. (Contains 1 endnote.)
Lessons for Life: Roma Children, Communal Practices, and the Global Marketplace
Author: Christianakis, Mary
Date: 2010-00-00
Type: Journal Articles
Subjects: Ethnography,Foreign Countries,Migrants,Minority Groups,Social Bias,Equal Education,Access to Education,Cultural Capital,Economic Factors,World History,Teaching Methods,Participant Observation,Family Influence,Music,Family Relationship,Story Telling

The Roma, also known as gypsies or &quot;tsinganoi,&quot; are amongst the oldest ethnic minorities in Europe. Nonetheless, they have been one of the most universally marginalized groups across all of the European nations. Their marginalization is evident in how Roma children have been treated in schools. Until recently, most nations have only offered them a segregated education. In this article, the author reports on preliminary data from an ethnographic study of how and what Roma children in Greece learn outside of schooling via the practice of familial economic participation to show how the Roma leverage their own cultural capital as a marginalized people to participate in the informal economy. She provides brief notes, stories, and snapshots from the two months she spent traveling with a migrant Roma troupe to illustrate how the Roma in Greece, 80-90% of whom cannot read or write in Greek as result of their marginalization, prepare their children to work on the fringes of Greece's local economies. She also provides a brief history of the challenges the Roma have faced in Europe and then detail the research methods, providing a description of the migrant troupe she joined for two months. The research findings are discussed.
A Comparative Analysis of Education Policy and Practice: The Case of Institutions in Mumbai and Delhi
Author: Iyengar, Radhika
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Schools,Educational Change,Foreign Countries,Comparative Analysis,Resource Allocation,Educational Policy,Urban Areas,Urban Education,Urban Schools,Elementary Secondary Education,Accountability,Theory Practice Relationship,Educational Administration,Educational Planning,Educational Finance,Financial Support

There exist many actors within the realm of education policy planning and implementation, namely: the policy makers; the national, local and regional institutions engaged in the dissemination and interpretation of these policies; and the educational institutions that implement these policies at the ground level (schools). While schools are largely perceived to be at the receiving end of these policies, they are also held most accountable for any failures in effective implementation. The systemic factors, including: differences in local and regional institutions; the organizations that make decisions around functions, accountability and resource allocation; and the immediate environments surrounding the schools, are often ignored. This paper highlights institutional differences that affect policy implementation in two mega cities of India, namely, Mumbai and Delhi. The paper suggests that policy reshaping rarely considers the feedback from the bottom up; rather, policies are revised largely based on global and national agenda shifts rather than in response to on-the-ground impact of their implementation. The paper argues for a more reciprocal relationship between policy and practice, identifying the need for practice to influence policy in a mutually reinforcing process. Further, the paper argues that innovation at the local level of policy implementation is a critical mechanism by which such a reciprocal relationship can be established. (Contains 2 figures, 1 table and 4 endnotes.)
Cognitive Development of Social Justice through Re-Designed Courses and Community-Based Partnerships: An Initial Investigation
Author: Lee, Robert E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Student Attitudes,Intention,Methods,Empathy,Urban Education,Cognitive Development,School Community Relationship,Prosocial Behavior,Moral Values,Altruism,Urban Schools,Surveys,Student Teacher Attitudes,Preservice Teacher Education,Urban Areas,Urban Teaching

Identifying (and assessing) the mechanisms responsible for promoting social justice awareness represent a process that could be illuminated via theory building. To illustrate, integrated theories of moral reasoning and prosocial development stipulate that ultimate altruistic/benevolent intentions and behaviors are preceded by cognitive and affective events that affect motivational and personal goals, and that these can be rooted in situational contexts. A related construct, situated cognition, posits learning as an essentially social phenomenon that is contextually-based, and thus helps to transform learners' identities. These events include (a) an awareness and interpretation of the needs of others; (b) a comparison of one's own resources and those in need; (c) the development of distributive justice; (d) an analysis of variables that contribute to social injustice; (e) well informed solutions to problems; (f) empathy and (g) an evaluation of personal qualifications to assist. Theoretically, advancement in these cognitive/affect components encourages an intention to assist (i.e., intention to work in an urban context) and subsequent action (e.g., employment in urban communities). In this study, changes in students' thinking vis-a-vis these components of situated cognition are assessed using qualitative methods. The primary focus of this initial report is to analyze survey data using a 2 (Re-designed vs. Traditional course) X 2 (Time 1 vs. Time 2) mixed MANCOVA (survey scales are treated as a dependent measure set; previous urban education experiences are co-variates) that are deconstructed using single "df," a priori contrasts. Preliminary findings are presented. (Contains 2 tables.)
An Added Dimension of Mission: Metropolitan Colleges and Universities
Author: Soo, David
Date: 2010-00-00
Type: Journal Articles
Subjects: Neighborhoods,Higher Education,Private Colleges,Public Colleges,Selective Admission,Partnerships in Education,School Community Relationship,Urban Schools,Institutional Mission

One of the hallmarks of the American system of higher education is its diversity: there are more than 4,000 institutions of varying sizes, types, and purposes. Unlike centrally planned systems, the American higher education landscape is a tapestry of institutions--public and private, selective and open-access--each with a distinct mission and purpose. This diversity has long been recognized as leading to the strength and character of American higher education. Few colleges or universities see themselves as ivory towers, separated entirely from the world beyond their walls. However, different institutions negotiate their relationships with external communities differently, and there are myriad ways that universities and communities are engaged with one another. This article seeks to illustrate the way in which one diverse group of institutions--known as &quot;metropolitan colleges and universities&quot;--attempts to form intentional and mutual relationships with their communities. The universities in this group go far beyond service activities in their neighborhoods or community partnerships; they seek broad-based interactions and missions that are responsive to the needs of their cities and regions. This article outlines the diversity of American higher education, explores the concept of university mission, and examines the engagement of two of the metropolitan universities. (Contains 1 endnote.)
Speaking in Social Contexts: Issues for Pre-Sessional EAP Students
Author: Jarvis, Huw
Date: 2010-12-00
Type: Journal Articles
Subjects: Speech Communication,Oral Language,Native Speakers,English for Academic Purposes,English (Second Language),Social Environment,Second Language Learning,Expectation,Second Language Instruction,Listening Skills,Teaching Methods,Summer Programs,Student Attitudes

A large number of non native speakers (NNS) of English from around the globe attend summer English for Academic Purposes (EAP) courses in host countries before going on to further study. Such learners have expectations regarding the improvements that they will make in their speaking skills, not just in an academic context, but also in social contexts. This paper reports on a qualitative study into the kind of contact that such NNS have with native speakers in the community. The findings suggest that expectations are generally not met and our discussion focuses on the ways in which arising issues might be better addressed not only by providers in the host country, but in some regards also by providers in the home country, before students actually leave. Particularly, we argue that when developing listening and speaking skills in the classroom we need to recognise the importance of English as a local language (ELL) and include tasks which contain examples of such language if we are going to adequately equip our learners. (Contains 1 table and 1 note.)
Reluctant and Aspiring Global Citizens: Ideal Second Language Selves among Korean Graduate Students
Author: Roger, Peter
Date: 2010-12-00
Type: Journal Articles
Subjects: Graduate Students,Citizenship,Second Language Learning,Learning Motivation,English (Second Language),Interviews,Foreign Countries,Language Proficiency,Role,Self Concept,Language Teachers,Student Attitudes,Second Language Instruction,Asians,Educational Objectives

This interview study of seven highly proficient Korean users of English examines the role of the &quot;ideal second language self&quot; as a motivator in the learning of English as a global language. It explores their perspectives on the cultural associations that English holds, the degree to which a &quot;global identity&quot; is a part of their own self-understandings, and whether or not they visualize elements of an &quot;ideal self&quot; in order to sustain their own language learning motivation. The findings reveal a clear sense among participants of their individual language learning goals and aspirations, but little evidence in most cases of a strongly visualized second language self. While some participants identified readily with the notion of global citizenship, others categorically rejected the global citizen label, suggesting that researchers and language teachers need to take care to avoid &quot;ascribing&quot; particular identities to English language learners without regard for their individual perspectives. (Contains 1 table.)
Problematizing the Hybrid Classroom for ESL/EFL Students
Author: Harrington, Anna M.
Date: 2010-12-00
Type: Journal Articles
Subjects: English (Second Language),Blended Learning,Teaching Methods,Computer Uses in Education,Second Language Instruction,Barriers,Conventional Instruction,Educational Technology,Instructional Effectiveness

Hybrid courses--which replace 20%-80% of class meetings with online activities--are predicted to increase as educators embrace the benefits of blending online technologies with face-to-face class meetings. Also expected to increase are enrollments of ESL/EFL students. As these growth trends intersect, an increased number of ESL/EFL students are expected to enroll in hybrid courses, especially mainstream courses populated by a majority of native-English-speaking students. Despite these growth trends and research showing hybrid courses as positive for most students, the TESOL community has not yet opened a discussion of the implications of hybrid delivery of mainstream classes for ESL/EFL students. In an effort to start the discussion, this article investigates potential problems related to issues of identity, forced individualization, and muting; gives several strategies for instructors of hybrid courses with ESL/EFL students; and concludes by calling for TESOL researchers to focus attention on hybrid delivery.
Repair Strategies Usage of Primary Elementary ESL Students: Implications for ESL Teachers
Author: Cho, Eun Hye
Date: 2010-12-00
Type: Journal Articles
Subjects: Elementary School Students,Interpersonal Communication,English (Second Language),Second Language Learning,Language Teachers,Communication Strategies,Video Technology,Translation,Definitions,Error Correction,Nonverbal Communication

Repair strategies are the ways in which students resolve conversational problems in speaking, hearing and understanding. While there is a plethora of research on college and adult students' repair strategies usage, limited research has been done on the repair strategies usage of elementary school students, more specifically, English as a Second Language (ESL) students. This article examines the repair strategies used by 5 ESL primary elementary students in grades 1-4. Data were collected from 24 class hours of video recordings. The results revealed that students used 9 types of repair strategies: (1) Unspecified; (2) Interrogatives; (3) (Partial) repeat; (4) Partial repeat plus question word; (5) Understanding check; (6) Requests for repetition; (7) Request for definition, translation or explanation; (8) Correction; and (9) Nonverbal strategies. Of the 9 types, students used understanding check 30% of the time and (partial) repeat 24% of the time. (Contains 1 figure and 2 tables.)
Ethical Considerations of Social Networking for Counsellors
Author: Bratt, William Edgar Vernon
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Networks,Ethics,Counselors,Web Sites,Computer Mediated Communication,Foreign Countries,Intellectual Disciplines,Counselor Role,Counselor Client Relationship,Privacy,Confidentiality,Self Disclosure (Individuals)

The use of online social networking websites has increased among Canadians in recent years. There are many professional and ethical implications for counsellors who use these sites (Boyd, 2007). Although they offer advantages to counsellors, their use can also raise issues around ethical conduct. Because the counselling literature has not yet addressed these issues, this article draws on literature in other disciplines. A variety of issues are discussed using multidisciplinary references. The author concludes that online social networks are valuable tools for connecting with friends and loved ones, but that competent practitioners should be aware of the ethical concerns inherent to their use.
Navigating Two Worlds: Experiences of Counsellors Who Integrate Aboriginal Traditional Healing Practices
Author: Oulanova, Olga
Date: 2010-00-00
Type: Journal Articles
Subjects: Grounded Theory,Canada Natives,Mental Health Workers,Data Analysis,Counseling Techniques,Foreign Countries,Indigenous Knowledge,Interviews,Counselor Attitudes,Models,American Indians

There is revival in the use of traditional healing among Canadian Aboriginal communities and the therapeutic benefits of these practices have received much research attention. An argument is repeatedly made for incorporating indigenous healing into clinical interventions, yet recommendations on how this may be accomplished are lacking. The present study aimed to address this limitation. We interviewed nine mental health professionals who routinely employ both Western psychological interventions and Aboriginal traditional healing practices. Grounded Theory data analysis identified four core themes and led to a model that illustrates participants' integrative efforts. Implications for counsellors working with Aboriginal clients are addressed. (Contains 1 note and 2 figures.)
The Relationship between Client Attachment and Therapist Interventions in Client-Nominated Relationship-Building Incidents
Author: Janzen, Jennifer I.
Date: 2010-00-00
Type: Journal Articles
Subjects: Attachment Behavior,Counselor Client Relationship,Anxiety,Intervention,Multiple Regression Analysis,Security (Psychology)

Twenty-four clients were asked to nominate an incident that was critical to the development of their therapeutic relationship with a trainee therapist. Therapist interventions within each client relationship building incident (RBI) were identified. The results of multiple regression indicated that attachment anxiety moderated the relationship between attachment avoidance and type of therapist interventions present in the RBI. Secure clients (low anxiety, low avoidance) nominated incidents with higher levels of exploratory interventions. Dismissing clients (low anxiety, high avoidance) nominated incidents with higher levels of supportive interventions. Issues related to tailoring therapist behaviours to client attachment style to facilitate positive alliances are discussed. (Contains 3 tables and 1 figure.)
Making It on Civvy Street: An Online Survey of Canadian Veterans in Transition
Author: Black, Timothy
Date: 2010-00-00
Type: Journal Articles
Subjects: Military Personnel,Veterans,Mail Surveys,Adjustment (to Environment),Military Service,Demography,Phenomenology,Help Seeking,Professional Recognition,Quality of Life,Social Indicators,Foreign Countries,Psychological Characteristics,Wellness

The authors present the results of a non-governmental study focusing on Canadian Forces veterans and their experiences of transition from the military into civilian society. The study was based on a survey that gathered basic demographic data and veterans' subjective experiences of their transition out of the Canadian military into civilian life. These experiences included: the difficulty of the transition, help-seeking behaviours, issues struggled with upon release, and perceived appreciation by Canadian society for their role in the CF. Results are discussed with respect to societal implications, interventions, the role of counsellors in working with veterans, and future research. (Contains 3 tables.)
Implications for Counselling Asian Transnational Youth: The Experiences of Taiwanese Youth in Vancouver
Author: Petersen, Leah
Date: 2010-00-00
Type: Journal Articles
Subjects: Phenomenology,Asians,Foreign Countries,Family Relationship,Self Concept,Futures (of Society),Counseling Techniques,Immigrants,Youth,Social Support Groups

Using a phenomenological approach, this study sought to explore the long-term psychological impact of families' transnational separation on children through the lenses of Taiwanese youth in Vancouver. Over time, most participants found themselves in a position of an &quot;ambivalent outsider,&quot; with an increased sense of uncertainty about their identities and future plans. Counselling practices for working with Asian transnational families are discussed. (Contains 1 table.)
Life outside the 50-Minute Hour: The Personal Lives of Counsellors
Author: Kennedy, Barbara Sampaio Alhanati
Date: 2010-00-00
Type: Journal Articles
Subjects: Counselors,Counselor Training,Interviews,Counseling Psychology,Foreign Countries,Self Concept,Self Esteem,Interpersonal Communication,Interpersonal Relationship,Integrity,Values,Religious Factors

This study investigates the effects that becoming and being a professional counsellor, including training and professional practice, can have on one's personal life. Semi-structured interviews were conducted with six professional counsellors, asking how their training and professional practice has affected their personal lives. Qualitative methodology and thematic analysis were used in this investigation. Findings revealed participants experienced primarily positive effects, which impacted their personal lives in a variety of ways and in a range of areas. It is hoped that this study will inspire future research on how the profession of counselling psychology affects the professionals engaged with this work. (Contains 2 tables.)