ethanporcaro/eric-fulltext-meta huggingface dataset:
Stability, Instability, and Interdisciplinarity
Author: Szostak, Rick
Date: 2017-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Research Methodology,Reliability,Economics,Anthropology,Sociology,Criminology,Political Science,Psychology,History,Humanities,Physics,Chemistry,Biology,Ecology,Geology,Mathematics,Teaching Methods

This article argues that cross-disciplinary linkages -- that is, relationships among phenomena studied by those in different disciplines -- often serve to destabilize, at least temporarily, systems of stability that are theorized to operate within the sets of phenomena studied within most disciplines. It surveys across disciplines both systems of stability and mechanisms of instability, and derives several implications for interdisciplinary and disciplinary research practice. In particular it argues that systems of stability deserve to be included within conceptions of disciplinary perspective. It speculates on how a general connection between stability and instability might be explored. The article thus informs our understanding both of what interdisciplinarity is and how it is best performed.
The Medial Character of Interdisciplinarity: Thinking in the Middle Voice
Author: Kisner, Wendell
Date: 2017-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Philosophy,World Views,Teaching Methods,Learning Processes

Little research has been done on philosophical implications of the middle voice of early Greek and certain non-Western indigenous languages. In particular, the potential of such a medial ontology has yet to be even explored, much less realized, within the context of interdisciplinary studies. As a linguistic structure indicating an ambiguous middle ground between active and passive voices, the middle voice suggests a medial ontology that I develop with reference to Plato's late dialogues. I argue that conceiving interdisciplinarity in medial terms integrates at least some otherwise disparate interdisciplinary approaches, approaches that themselves stem from different disciplinary spheres of influence. Rather than proposing a global theory of interdisciplinarity, this article defends the medial resolution of a tension within interdisciplinary studies between construction and discovery, thereby suggesting an ontological point of departure for the development of such a theory.
Transdisciplinary Hermeneutics: A Symbiosis of Science, Art, Philosophy, Reflective Practice, and Subjective Experience
Author: Dieleman, Hans
Date: 2017-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Hermeneutics,Teamwork,World Views,Philosophy,Sciences,Art,Reflection,Epistemology,Researchers,Intuition,Emotional Experience,Imagination,Metacognition

This article explores the concept of transdisciplinarity as a cultural endeavor. It centers on the concept of transdisciplinary hermeneutics, as a form of contextualizing science in the framework of cultural ideas, subjective experiences of the researchers involved in the research process, and of imagination and the artful creation of possible new realities. The concept is rooted in the work of Basarab Nicolescu and the Paris based CIRET, the &quot;Centre International de Recherches et Études Transdisciplinaires.&quot; In this approach, reality is seen as complex and multilayered, and cannot be known only through the lens of modern science. Philosophy, art and subjective experience are essential and complementary ways of knowledge production that provide context to scientific knowledge, giving it meaning and perspective. To be able to engage in transdisciplinary hermeneutics, researchers need to complement cognitive knowing with embodied and enacted knowing. They as well need to combine the formal and science-based language of what is seen and measured, with the poetic, polyphonic and metaphorical language of what is unseen but sensed, felt and envisioned. The article finally sketches the importance of two competencies that transdisciplinary researchers need to acquire, the competencies of mindfulness and of transdisciplinary dialogue of knowledges.
Report from the Field: Interdisciplinary General Education
Author: Carmichael, Tami
Date: 2017-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,General Education,Teaching Methods,Information Literacy,Higher Education,Learning Activities,Workshops,Curriculum Development

With recent increased interest in and efforts to reform and revitalize general education curricula to make an educational experience more vital and germane, many institutions have become interested in incorporating interdisciplinary learning opportunities, or even in creating fully interdisciplinary programs. In order to address the growing need for interdisciplinary curricula work, the authors, as representatives of the Association for Interdisciplinary Studies (AIS), facilitated a workshop on Interdisciplinary General Education at the Association of American Colleges and Universities (AAC&amp;U) conference on General Education in February 2017. The purpose of the workshop was to describe how to employ interdisciplinary thinking into programs and courses. The overall lesson was to communicate that interdisciplinary thinking and practice should not only be widely employed within General Education, but also that it is quite feasible for instructors who are not immersed in the literature on interdisciplinarity, would be able to develop and teach interdisciplinary courses and curricula. In addition, attendees were introduce to resources available for interdisciplinary curriculum design on the AIS website. This article summarizes the events of the workshop and the concluding thoughts from the authors.
Do Children Understand Fraction Addition?
Author: Braithwaite, David W.
Date: 2018-00-00
Type: Reports - Research
Subjects: Fractions,Addition,Arithmetic,Mathematics,Skills,Mathematical Concepts,Hypothesis Testing,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Computation,Cognitive Development,Concept Formation,Elementary School Students,Individual Differences,Middle School Students

Many children fail to master fraction arithmetic even after years of instruction. A recent theory of fraction arithmetic (Braithwaite, Pyke, &amp; Siegler, in press) hypothesized that this poor learning of fraction arithmetic procedures reflects poor conceptual understanding of them. To test this hypothesis, we performed three experiments examining fourth to eighth graders' estimates of fraction sums. We found that roughly half of estimates of sums were smaller than the same child's estimate of one of the two addends in the problem. Moreover, children's estimates of fraction sums were no more accurate than if they had estimated each sum as the average of the smallest and largest possible response. This weak performance could not be attributed to poor mastery of arithmetic procedures, poor knowledge of individual fraction magnitudes, or general inability to estimate sums. These results suggest that a major source of difficulty in this domain is that many children's learning of fraction arithmetic procedures develops unconstrained by conceptual understanding of the procedures. Implications for education are discussed. [At the time of submission to ERIC this article was in press with &quot;Developmental Science.&quot; For the published version of this article, see EJ1183156.]
Does Professional Development Reduce the Influence of Teacher Stress on Teacher-Child Interactions in Pre-Kindergarten Classrooms?
Author: Sandilos, Lia E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Student Relationship,Interaction,Program Effectiveness,Stress Variables,Preschool Teachers,Pretests Posttests,Randomized Controlled Trials,Comparative Analysis,Observation,Emotional Response,Teacher Attitudes,Questionnaires,Online Surveys,Likert Scales,Structural Equation Models,Statistical Analysis,Maximum Likelihood Statistics

The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants were preschool teachers (N = 427; M age = 42) with an average of 11 years of experience teaching. Teachers reported how intensely they experienced different sources of stress at pre-test only (i.e., prior to being randomized into the treatment condition [course or control]). Teacher-child interactions were measured through classroom observations at pre and post intervention. Results demonstrated that control teachers reporting higher professional investment stress showed fewer gains in observed emotional support relative to control teachers experiencing less professional investment stress. These findings were not evident for teachers in the course condition. Interestingly, teachers with higher professional investment stress showed fewer gains in instructional support in the control condition and greater gains in the course condition, relative to teachers in their respective treatment groups who reported lower levels of professional investment stress. Findings suggest that participation in the professional development intervention had a buffering effect on the negative association between professional investment stress and emotional support. With regard to instructional support, it is possible that teachers' heightened awareness and anxiety over their need to develop professionally may have made them more responsive to an intervention designed to improve practice.
Exploring the Moderating Effects of Cognitive Abilities on Social Competence Intervention Outcomes
Author: Stichter, Janine P
Date: 2018-00-00
Type: Reports - Research
Subjects: Interpersonal Competence,Intervention,Randomized Controlled Trials,Program Effectiveness,Teaching Methods,Special Education,Early Adolescents,Comparative Analysis,Pretests Posttests,Observation,Rating Scales,Student Behavior,Behavior Change,Intelligence Quotient,Cues,Interaction,Middle School Students,Social Development,Disabilities,Children,Intelligence Tests,Statistical Analysis

Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits. The Social Competence Intervention-Adolescents' (SCI-A) methods, content, and materials were designed to be maximally pertinent and applicable to the social competence needs of early adolescents (i.e., age 11-14 years) identified as having scholastic potential but experiencing significant social competence deficits. Given the importance of establishing intervention efficacy, the current paper highlights the results from a four-year cluster randomized trial (CRT) to examine the efficacy of SCI-A (n = 146 students) relative to Business As Usual (n = 123 students) school-based programming. Educational personnel delivered all programming including both intervention and BAU conditions. Student functioning was assessed across multiple time points, including pre-, mid-, and post-intervention. Outcomes of interest included social competence behaviors, which were assessed via both systematic direct observation and teacher behavior rating scales. Data were analyzed using multilevel models, with students nested within schools. Results suggested after controlling for baseline behavior and student IQ, BAU and SCI students differed to a statistically significant degree across multiple indicators of social performance. Further consideration of standardized mean difference effect sizes revealed these between-group differences to be representative of medium effects (d &gt; .50). Such outcomes pertained to student (a) awareness of social cues and information, and (b) capacity to appropriately interact with teachers and peers. The need for additional power and the investigation of potential moderators and mediators of social competence effectiveness are explored.
An Agenda for the Future: Mapping the Terrain of California Education. Meeting 33 Summary (McClellan Park, California, June 22-23, 2017)
Author: Knudson, Joel
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,School Districts,Instructional Improvement,Cooperation,Teaching Methods,Academic Achievement,Teacher Student Relationship

Changes at the federal level and an upcoming California election are shaping the social, economic, and political context in which K-12 districts operate. The California Collaborative on District Reform convened for a two-day meeting to step back, reflect, and take stock of the road ahead. Meeting participants listened to research-based presentations that helped to illustrate the postsecondary world that schools are preparing students for, who those students are and what their challenges will be, and how much money school systems are likely to have to address those challenges and ensure student success. A set of working groups then explored the high priority challenges facing districts in three domains: (1) the instructional core (the interaction of teachers and students around content); (2) external factors that influence students' abilities to engage in academic learning during their K-12 experience and to thrive after high school graduation; and (3) financial constraints and opportunities related to revenues, obligations, and investment priorities. Participants then considered issues of capacity, including the strategies and systems of support needed at the state and local levels to understand and effectively develop cultures and practices of continuous improvement. Resources from the meeting are available below.
Building Communities, Changing Lives: The NYC Justice Corps Community Benefit Projects. Reentry Research in the First Person
Author: John Jay College of Criminal Justice, Prisoner Reentry Institute (PRI)
Date: 2017-06-00
Type: Reports - Research
Subjects: Institutionalized Persons,Correctional Institutions,Young Adults,Focus Groups,Urban Programs,Youth Programs,Community Programs,Program Effectiveness,Career Readiness,Self Concept,Experiential Learning,Adult Learning

The NYC Justice Corps aims to change the dynamic between justice system-involved young adults and the communities in which they live. At the heart of the program are community benefit projects -- from renovation and restoration projects to educational and arts initiatives -- designed and carried out by Corps members. Community benefit projects promote transformation on several levels. By taking the lead in all aspects of creating and completing their service projects, Corps members learn the hard and soft skills needed for their return to education or entry into training and the workforce. Neighborhoods, too, benefit from transformational physical improvements and the positive engagement of their young people. Community benefit projects have the potential to pave the way for a shift in community members' perception and experience of young people with criminal histories. In this report, focus groups were a primary source of information and were conducted with young adult NYC Justice Corps members in 2014 and 2015. Participation in the focus groups was voluntary, and informed consent was gained immediately prior to the start of discussion activities. Wherever possible, the voices of the Corps members are presented in their own words. Case histories were provided with the names changed. Additionally, interviews were conducted with a variety of stakeholders who have direct experience with both the program and Corps members, including program staff and the liaisons at community benefit project host sites.
Building Transfer Student Success at Macomb Community College: A Report on Transfer and Degree Completion
Author: Columbia University, Community College Research Center
Date: 2017-10-00
Type: Reports - Research
Subjects: Community Colleges,College Transfer Students,Transfer Programs,Transfer Policy,Partnerships in Education,Graduation Rate,Bachelors Degrees,Associate Degrees,Graduation Requirements,College Credits,Clearinghouses,School Statistics,Student Records,Student Characteristics,Statistical Data

Beginning at a local two-year college and then transferring to a four-year institution has been one of the most affordable ways for students to earn a bachelor's degree. Yet transfer pathways from two- to four-year institutions are often complex and confusing, and too many students who begin at a community college and aspire to earn a bachelor's degree fail to do so. Macomb Community College (Warren, Michigan) has taken a number of significant steps to address this issue. Macomb has developed over 200 transfer plans with partner institutions to facilitate transfer and to improve success rates for transfer students. It has partnered with its most popular transfer destinations to form the University Partners Advisory Council (U-PAC) to study and improve transfer pathways for students who begin their studies at Macomb and want to eventually earn a bachelor's degree. Through an analysis of student data, this report provides information on the outcomes of students who attended Macomb during or after 2003 and who transferred to U-PAC institutions between fall 2007 and spring 2009. Outcomes are tracked through June 2017. The study examines the rate at which students earn bachelor's degrees, for U-PAC colleges as a group and in some cases for each individual de-identified U-PAC member. It also examines excess credit accumulation, that is, whether transfer students earn more credits than are necessary for a degree. The excess credit analysis is based on a smaller sample of students for which linked transcript data from both Macomb and the U-PAC colleges were available. The conclusion of the report makes suggestions for reforms in policies and practices that have the potential to improve transfer outcomes for Macomb students.
How States Are Implementing Transition Curricula: Results from a National Scan. CCRC Research Brief
Author: Fay, Maggie P.
Date: 2017-12-00
Type: Reports - Research
Subjects: Transitional Programs,Curriculum Implementation,Community Colleges,Two Year College Students,College Readiness,Curriculum Development,College Bound Students,High School Graduates,Curriculum Design

While many states have strengthened their high school graduation requirements over the last decade, too many graduates are still underprepared for college. In response to this problem, states across the country are administering early college readiness assessments that measure 11th grade students' readiness to successfully perform entry-level, credit-bearing postsecondary coursework. In addition, some states are combining these assessments with transition curricula for students who are not college ready. Transition curricula consist of a course, a set of modules, online tutorials, or other educational experiences offered no later than 12th grade to students who are at risk of being placed into remedial mathematics, reading, or writing when they enter college. The availability of transition curricula gives help to students who can enroll in a course or other activity in an attempt to become better prepared and possibly avoid remediation altogether. This brief provides a high-level perspective on the availability of transition curricula across the United States over time. Findings are based on a search of literature and Internet resources to find any references to transition curricula in each of the 50 states and Washington, DC; a survey administered to state agency representatives asking for information on transition curricula, and brief follow-up interviews with officials from selected states to gather more information when necessary. The brief also offers insights into the amount of variation that is found in terms of curricular design and goals, subject-area focus, how students are selected to participate, and whether completion of transition curricula guarantees placement into college-level courses.
Reforming the American Community College: Promising Changes and Their Challenges. CCRC Working Paper No. 98
Author: Dougherty, Kevin J.
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Community Colleges,Educational Change,Educational Policy,College Role,Curriculum,Credentials,Academic Degrees,Educational Finance,Governance,Institutional Mission,Access to Education,Vocational Education,Educational Attainment,College Preparation,Student Motivation,Barriers,Academic Advising,Developmental Studies Programs,Program Evaluation,Progress Monitoring

Enrolling more than 6 million students each fall, community colleges carry out a crucial function in higher education by providing access to college, including baccalaureate opportunities, occupational education, remedial education, and other educational services. At the same time, community colleges face great challenges that have elicited calls for major reforms. This paper begins by discussing the social roles and organization of community colleges in the United States, their main social contributions, and the challenges they face. It then describes and evaluates the sweeping policy proposals that have been made to address these challenges.
An Investigation of Psychological Counselling and Guidance Department Students&apos; Perceptions of Inclusive Education Related Competence
Author: Efilti, Erkan
Date: 2017-04-00
Type: Journal Articles
Subjects: School Counseling,Student Attitudes,Inclusion,Competence,Undergraduate Students,Foreign Countries,Questionnaires,Statistical Analysis,Instructional Program Divisions,Gender Differences,Guidance,Mental Health,Special Education,Counseling Techniques,Counselor Role,Comparative Analysis

The purpose of the present research is investigating psychological counseling and guidance department students' perceptions of their inclusive education related competence. The work group of the present research consists of 1st, 2nd, 3rd and 4th year undergraduate students, who studied at Konya Necmettin Erbakan University Ahmet Kelesoglu Faculty of Education in 2013-2014 academic years. The participants were 152 (92 female and 60 male) who participated in the research voluntarily. The mean age of the participants was 19.51 years (between 18-22 years old) with a standard deviation of 1.61 years. Data were collected via Information Form developed by the researchers and Inclusive Education Questionnaire developed by Aksüt, Battal and Yaldiz (2005). Collected data were analyzed on SPSS 17.0 software. Descriptive analyses, t-test, ANOVA test,and Tukey test were utilized for data analysis. Inclusive Education Questionnaire consists of 4 subdimensions. There are significant differences across class grades and genders in terms of psychological counseling and guidance department students' competence of recognizing individuals who need special education in inclusive education, and competence of implementing methods and techniques used in inclusive education. There aren't significant differences across genders in terms of psychological counselling and guidance department students' knowing and implementing competence of inclusive education principles while there are significant differences across grades. There aren't significant differences across genders in terms of assessment and evaluation competence, while there are significant differences across grades.There are no significant differences across genders in terms of general competence, while there are significant differences across grades.