ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategies for Enrolling Traditionally Underserved Families in Early Childhood Education Programs
Author: Fowler, Susan A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Outreach Programs,Family Programs,Student Recruitment,Interviews,Program Evaluation,State Aid,Agencies,Institutional Characteristics,Identification,Agency Cooperation,Academic Persistence,Sustainability,Disadvantaged,Change Strategies

Six agencies in Illinois received 18 months of funding from the governor's office to develop effective and innovative strategies to recruit young children from traditionally underserved families into early childhood education (ECE) programs. The five agencies that provided families with immediate follow-up and some services shortly after recruitment were able to maintain contact with families while those families waited for their child to be enrolled. Most agencies reported enrollment delays because of waiting lists. Agencies that provided &quot;interim services,&quot; such as weekly preschool activities or a monthly home visit, reported retaining the largest number of families for future enrollment in ECE programs. In addition, agencies indicated that it was essential to &quot;go to&quot; families to assist them with enrollment-related paperwork and not expect families to come to the agency. Collaborating with other agencies that provide additional services to families living at or near the poverty level was another important factor for retaining families for future enrollment. A research team at the University of Illinois conducted the evaluation of the program. Each of the six agencies participated in three evaluation interviews scheduled at the beginning, middle, and end of the funding period as well as an optional monthly teleconference call to share information and solve problems. The research team used the interviews and teleconferences to evaluate the effectiveness of the six agencies' recruitment strategies.
Organizations Concerned with Early Care and Education in Illinois: A Sample
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Institutional Characteristics,State Boards of Education,Program Descriptions,Partnerships in Education,Agencies,Resource Allocation,State Standards,Guidelines,Management Information Systems,Data Collection,Professional Development,State Programs,Preschool Education,Delivery Systems,Institutional Mission

Several sectors and levels of organizations, agencies, and projects are involved in promoting and providing education, care, and intervention services for young children and their families in Illinois. State government entities involved in matters of early care and education include the Illinois State Board of Education (ISBE), the Department of Human Services (DHS), the Department of Children and Family Services, and the Governor's Office of Early Childhood Development (OECD). Those entities fund a variety of projects, as do several foundations and nonprofit organizations, either in collaboration or separately. The McCormick Foundation, the Pritzker Family Foundation, the Ounce of Prevention, Illinois Action for Children, Voices for Illinois Children, and Chapin Hall at the University of Chicago are among the foundations and nonprofits concerned with the wellbeing and education of young children. One recent collaborative project involving several governmental, nonprofit, and charitable organizations was the development of the &quot;Illinois Early Learning Guidelines for Children Birth to Age 3,&quot; published in 2012. Similarly, cooperation among state agency personnel, higher education faculty, classroom teachers, and staff of nonprofits resulted in a major revision of the state's 2002 Early Learning Standards (for children ages 3 to kindergarten entry). The new Illinois Early Learning and Development Standards were published in 2013. Preschool for All (PFA) and other early childhood programs are expected to begin using them in mid-2014. The &quot;snapshots&quot; in this paper describe a sample of the many groups and projects involved in a range of activities related to early care and education in Illinois.
English for Specific Purposes: Negotiating Needs, Possibilities, and Promises
Author: Salas, Spencer
Date: 2013-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Needs Assessment,Curriculum Design,Teaching Methods,Teaching Experience,Educational Practices,Teaching Models,Audience Awareness,Second Language Instruction,Foreign Countries

The authors espouse the need for negotiation in designing and delivering English for Specific Purposes (ESP) programs. Such negotiations take into account learners' needs as well as structural limitations of the context and candid assessment of ESP providers. The article explores lessons from the field and the importance of needs analysis.
Examining Understandings of Parent Involvement in Early Childhood Programs
Author: Hilado, Aimee V.
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Parent Participation,Child Development,Preschool Evaluation,Administrator Attitudes,Parent School Relationship,Educational Practices,Semi Structured Interviews,Correlation,Barriers,Family Characteristics,Qualitative Research

The importance of parent involvement in children's development and learning is increasingly recognized in the research literature and in federal and state policies; however, no unified definition of parent involvement exists. This study examined different understandings and definitions of parent involvement in a sample of administrators of Illinois state-funded preschool programs. Ten Illinois preschool administrators were interviewed. Analysis of their remarks found a variety of understandings or definitions of parent involvement, some of which were inclusive of a wide range of activities related to children's development and learning. Those who had a more flexible definition of parent involvement tended to have more positive views of parents and perceived higher levels of involvement. Administrators with narrower definitions of parent involvement appeared to hold more negative views of parents and perceive lower levels of involvement in their programs.
Alternative Pathways in Family Child Care Quality Rating and Improvement Systems
Author: Kelton, Robyn E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Child Care,Accreditation (Institutions),Measures (Individuals),Accountability,Rating Scales,Child Care Centers,Program Evaluation,Preschool Children,Interviews

As research continues to underscore the positive impact high-quality early childhood programs have on young children, numerous states have implemented quality rating and improvement systems (QRIS) to measure and improve the services young children receive across a wide range of early learning settings. These state systems range from two to five levels with five levels being most common. While the overarching goal of all QRIS is to increase the quality of early learning and development services provided to children, state systems vary greatly in their design. At the time of this study, Illinois Quality Counts-QRS was a four-star system in which licensed family child care programs could follow one of two pathways to achieve a three-star level. One pathway involved achieving an average score of 4.25 on both the &quot;Family Child Care Environment Rating Scale-Revised&quot; (FCCERS-R) and the &quot;Business Administration Scale for Family Child Care&quot; (BAS). The second pathway required programs to achieve National Association for Family Child Care (NAFCC) accreditation status. This study, conducted in the fall of 2011, looked at the FCCERS-R and BAS scores of 31 NAFCC-accredited family child care programs participating in Illinois QRS at the three-star level and the likelihood of each program to qualify for a three-star level based on FCCERS-R and BAS scores without NAFCC accreditation. Data analysis revealed that only one program would have qualified for a three-star rating based on both FCCERS-R and BAS scores. The findings of this study suggest that the NAFCC accreditation pathway to a three-star level is not an exact proxy of program quality as measured by validated assessment tools such as the FCCERS-R and BAS.
Preparing Early Childhood Educators for the Culturally and Linguistically Diverse Classrooms and Communities of Illinois
Author: Heineke, Amy
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Teachers,Student Diversity,English Language Learners,Field Experience Programs,Teacher Education Programs,Multicultural Education,Partnerships in Education,Vignettes,Educational Policy,School Community Programs,Community Education,Ethnic Diversity

Recent Illinois state policies call for mandatory preparation of early childhood educators to address the needs of the large and growing population of young English language learners. University-based early childhood teacher preparation programs across Illinois have responded by integrating content related to cultural and linguistic diversity into existing programs. The authors discuss research and professional literature in support of teacher preparation programs that emphasize field-based experience, particularly clinical experience in culturally and linguistically diverse schools and community organizations. They describe the comprehensive field-based teacher education program at Loyola University of Chicago that was redesigned to address current Illinois policies related to early childhood teacher education. The program, Teaching, Learning, and Leading with Schools and Communities (TLLSC), collaborates with school and community partners in the area to equip teachers to meet the needs of young culturally and linguistically diverse children and their families. Four video vignettes provide examples of and perspectives on participation in the TLLSC program. In these vignettes, childhood administrators, educators, undergraduate students, and teacher preparation faculty discuss their experiences with Loyola's field-based teacher preparation. The authors address implications of early childhood teacher preparation for cultural and linguistic diversity in Illinois.
Reading Students' Minds: Design Assessment in Distance Education
Author: Jones, Derek
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Distance Education,Experiential Learning,Design,Student Evaluation,Behaviorism,Evaluation Methods,Case Studies,Computer Assisted Testing,Courseware,Computer System Design,Reflection,Foreign Countries

This paper considers the design of assessment for students of design according to behaviourist versus experiential pedagogical approaches, relating these to output-oriented as opposed to process-oriented assessment methods. It is part case study and part recognition of the importance of process in design education and how this might be applied in other disciplines generally, through the use of visual thinking and assessment. Making use of experience gained from The Open University's entry level design course, U101: Design Thinking, the main assessment software (CompendiumDS) is described and presented as an alternative to &quot;convergent endpoint&quot; artefacts of assessment. It is argued that the software and assessment design allow the evaluation of &quot;unseen thinking&quot;, providing an immediate focus on process rather than deterministic or behaviourist outcomes alone. Moreover, this evaluation can be applied at scale, without extensive changes to existing systems and may offer a compromise between measuring outcomes and the value of student-centred learning experiences.
Minimizing the Chaos through Cooperative Classroom Management
Author: Rhoades, Gena
Date: 2013-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Cooperative Learning,Group Dynamics,Educational Practices,Group Structure,Participative Decision Making,Expectation,Heterogeneous Grouping,Foreign Countries

This article discusses techniques for organizing large classes to allow smooth transitions from whole-class discussions to individual and group work. Topics discussed include how to form groups, keeping track of groups, using colors to organize students, setting expectations, and establishing consequences.
Designerly Talk in Non-Pedagogical Social Spaces
Author: Gray, Colin M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Networks,Computer Mediated Communication,Interpersonal Communication,Interaction,Design,Masters Programs,Graduate Students,Discourse Analysis,Cooperative Learning,Naturalistic Observation,Coding,Educational Technology

Students live and work in worlds where virtual communities, such as those created via social network sites (e.g. Facebook) may interplay with their formal learning, but scholars of design pedagogy know little about how these spaces can support design learning. In this study, we describe how a set of informal communications, encapsulated in five student-created and managed Facebook groups, functioned as part of the overall pedagogy in an interaction design Master&apos;s program. We discuss ways in which students may learn in these spaces apart from the formal curriculum, and document instances where communication with other students and practitioners brought about instances of self-directed learning and sharing of expertise. Some of these learning experiences emerged as designerly talk through our investigation of extended comment threads in these Facebook groups. We present the conventions of the discourse and four types of design learning embodied in specific examples, noting implications for design pedagogy and the recognition of a student-generated hidden curriculum.
Addressing Diversity in Health Science Students by Enhancing Flexibility through e-Learning
Author: Penman, Joy
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Diversity,Health Sciences,Electronic Learning,Educational Technology,Technology Uses in Education,Models,Web Sites,Virtual Classrooms,Internet,Urban Education,Distance Education,Nursing Students,Student Attitudes,Computer Mediated Communication,Questionnaires,Foreign Countries

The technological advancements for teaching and learning sciences for health science students are embedded in the Thalluri-Penman Good Practice Model, which aims to improve the learning experiences of science students and increase student retention and success rates. The model also links students from urban and rural areas, studying both on-and off-campus, with the university campus and with co-students and is primarily structured to boost students' confidence in studying sciences. This paper investigates the introduction of online initiatives, namely, electronic learning communities, online self-assessments, virtual classroom, and the inclusion of social media Facebook to offer practically oriented science learning to urban and regional science students. It examines the issues surrounding the implementation of these technological innovations by identifying the perceptions of the students about their use, illuminating their impact on students, and clarifying the practical issues encountered in the application of these online initiatives. A descriptive analytical approach was used to explore the experiences of students in the use of these innovations. Findings of the evaluations show that the technology exemplified in this paper provides: an approximation of face-to-face lecturing when  it is not possible for a lecturer to be at the same site as the class; enhance communication between students and lecturers; and help students access, collaborate and interact with each other. The use of technology that is carefully considered in each stage of the program has been shown to enhance the quality of university teaching and learning, allowing students'  greater accessibility, flexibility and interaction.
Designing Teaching--Teaching Designing: Teacher's Guidance in a Virtual Design Studio
Author: Lahti, Henna
Date: 2014-00-00
Type: Reports - Research
Subjects: Design,Computer Assisted Design,College Students,Computer Uses in Education,Cooperative Learning,Educational Technology,Notetaking,Computer Mediated Communication,Teacher Student Relationship,Interpersonal Communication,Discussion (Teaching Technique),Teaching Methods,Problem Solving,Foreign Countries

This study examined pedagogical aspects of virtual designing. It focused on how an industrial design teacher organised a university course in plastic product design and how the teacher guided student teams' design processes in a virtual design studio. The model of Learning by Collaborative Design was used as a pedagogical and analytical framework. The study employed qualitative content analysis of the teacher's notes posted to the Moodle database. The results indicated that teaching exhibited three characteristic approaches: problem-driven, solution-driven and procedural-driven. The teacher's notes were predominantly solution-driven statements, including new information, design ideas and evaluating design. The present results demonstrate the link between the model of Learning by Collaborative Design and the three teaching approaches.
Sense of Place: Understanding Architectural and Landscape Design through a Layering of Visual Representations
Author: Baker, Kate
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Architectural Education,College Instruction,Student Projects,Visual Aids,Graduate Students,Physical Environment,Teaching Methods,Freehand Drawing,Films,Building Design

The context-free &quot;object building,&quot; the sculptural form, reigned in schools of architecture for decades. As we are finally moving on from 20th century modernism, there is an urgency to re-place buildings within their contexts. All too often, students with a background in the discipline of architecture, struggle to design buildings that truly inhabit their surroundings and engage in any meaningful way within their physical context. Software libraries of plant species and hard-landscape details are available. But the problem lies deeper than overlaying some tasteful silver birches onto an image of a building. This article will discuss some of the methodologies we use with post-graduate students to give landscape equal importance to the building itself. We also challenge the sole use of CAD as the primary means of representation and put forward an argument for making use of a range of visual techniques. The relationship between landscape and architecture is a dialogue between interior and exterior space. It demands a means of representation that allows a reading of the continuity of spatial experience that gives us a &quot;sense of place.&quot;
Small-Scale Design Experiments as Working Space for Larger Mobile Communication Challenges
Author: Lowe, Sarah
Date: 2014-00-00
Type: Reports - Research
Subjects: Design,Telecommunications,Social Networks,Museums,Internet,Handheld Devices,Foreign Countries,Photography,Information Technology,Participation,Experiments,Sustainability

In this paper, a design experiment using Instagram as a cultural probe is submitted as a method for analyzing the challenges that arise when considering the implementation of social media within a distributed communication space. It outlines how small, iterative investigations can reveal deeper research questions relevant to the education of emerging design students choosing to enter the field of mobile communication design. Challenges of participatory design, media affordances in relationship to established taxonomies and sustainability are all a result of this research-driven design experiment.
Creating Possible Selves: Information Disclosure Behaviour on Social Networks
Author: Bronstein, Jenny
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Disclosure (Individuals),Social Networks,Web Sites,Identification,Behavior,Undergraduate Students,Graduate Students,Online Surveys,Student Surveys

Introduction: This study investigates the creation of alternative identities or possible selves on social networks by examining self-presentation and self-disclosure as elements of the information disclosure behaviour of Facebook users. Method. An online questionnaire was distributed amongst library and information science students at Bar-Ilan University, Israel, and 152 students who have a profile on Facebook participated in the study. Analysis: The data analysis consisted of two phases. In the first phase quantitative responses received from the survey were compiled in a spreadsheet and analyzed using descriptive and correlative statistics. The second phase involved a thematic analysis of the participants' textual answers which provided insight into the participants' quantitative responses. Results: Findings show that the majority of participants were women who identified themselves using their real name, and who selectively posted personal photographs on their profile. The majority wanted to create a positive or socially acceptable possible self on their profiles and therefore they refrained from disclosing information that is highly personal or embarrassing, did not let their defenses down, and if they did disclose personal information, did so consciously. Conclusions: Findings suggest participants do not create their possible selves solely in  relation to their social environment, either to impress their social connections or as a  reaction to their feedback. Rather, the creation of possible selves is a reflective process that is motivated by the need for self-enhancement and not only by social or communication needs.
Game Methodology for Design Methods and Tools Selection
Author: Ahmad, Rafiq
Date: 2014-00-00
Type: Journal Articles
Subjects: Design,Games,Design Requirements,Decision Making,Matrices,Guides,Visual Aids,Interviews,Instructional Design

Design process optimisation and intelligence are the key words of today&apos;s scientific community. A proliferation of methods has made design a convoluted area. Designers are usually afraid of selecting one method/tool over another and even expert designers may not necessarily know which method is the best to use in which circumstances. This detailed study aims to optimise and simplify the selection process of general design methods and tools. It has been carried out to support designers&apos; selection of methods/tools for general design. The proposed original methodology, named Design Game Matrix of Tool Selection (DG-MOTS) and based on the analogy of the game of Snakes and Ladders, has been validated by designers.