ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of a Parental mHealth Resource on Language Outcomes in 4- to 5-Year-Old Children
Author: Le Roux, Elizabeth W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Low Income Groups,Early Childhood Education,Emergent Literacy,Language Acquisition,Information Sources,Comparative Analysis,Intervention,Language Tests,Standardized Tests,Parent Child Relationship,Foreign Countries,Health Services,Health Promotion,Computer Software,Child Care Centers,Intelligence Tests,Verbal Ability,Vocabulary,Parent Attitudes

Background: The use of mobile health (mHealth) technology is rapidly expanding in healthcare worldwide. mHealth tools may provide parents with access to resources essential for promoting language development. Aim: The current study aimed to determine how an mHealth parental resource influenced 42 preschool children's (4.0-5.11 months old) language abilities after a 17-week intervention period. Setting: Participants were identified from six early childhood development (ECD) centres from a low-income community in Tshwane, South Africa. Method: A randomised controlled trial (RCT), pre-test post-test research design was employed to determine whether an mHealth parental resource influenced 42 preschool children's (4.0-5.11 months old) language abilities after a 17-week intervention period. Data were collected using the language subtests of a South African standardised protocol, the Emergent Literacy and Language Assessment Protocol (ELLA). Results: The parental mHealth application targeting language stimulation did not significantly improve the experimental group's language outcomes when compared with the control group because most of the parents (n = 27) used the application for less than 20% of the active days. Conclusion: Providing parents with more support with mobile resources may lead to improved usage of the application.
Priorities for Access to Early Childhood Development Services for Children with Disabilities in South Africa
Author: Karisa, Amani
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Intervention,Disabilities,Young Children,Child Development,Screening Tests,Disability Identification,Parent Education,Staff Development,Child Health,Access to Health Care,Agency Cooperation

Background: South Africa has migrated the responsibility for early childhood development (ECD) centres from the Department of Social Services to the Department of Basic Education. This functional shift has ushered in consultations and discussions on how best to implement ECD, including opportunities the change may bring. Aim: By anchoring the understanding of ECD services in nurturing care, this study aimed to elucidate the provision of appropriate, inclusive services in early childhood development, including early childhood intervention, for children with disabilities in South Africa against the backdrop of the migration of services from one government ministry to another. Methods: This is an analytical article based on South African literature on ECD services, including interventions, with particular attention to children with disabilities, basing our understanding of these services in nurturing care. Results: We elucidate how the ideals of the Nurturing Care Framework can be achieved in the context of children with disabilities in South Africa using five themes: the need to localise services, developing tools and strategies for screening and early intervention, enhancing the efficacy of caregivers, supporting and training staff and collaborations. Conclusion: It is necessary to empower caregivers and professionals to address early childhood intervention and ECD needs of children with disabilities. Early childhood development centres are an important context for nurturing care, providing opportunities to promote and sustain health amongst a large number of children. Considering the function shift of ECD services in South Africa, these centres are well positioned to further nurturing care to children with disabilities through the provision of supportive environments that promote health and well-being.
A University as the Center of Change: Preparing Educational Activists and Change Leaders
Author: Militello, Matthew
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Change,Doctoral Degrees,Education Majors,International Education,Equal Education,School Districts,Administrator Education,Evidence Based Practice,Participatory Research,Action Research,Activism,Doctoral Dissertations,Educational Change,Universities

The East Carolina University International EdD supports school leaders in the United States and across the globe to address local educational equity challenges. To achieve this, we prepare and support school and district leaders to use evidence as practitioner-researchers together with members of their educational community. As a result, the reimagined EdD harnesses the power and utility of participatory action and activist research to address a contextualized, equity-focused dissertation in practice. We explore how two doctoral students have transformed their practices during and after their EdD experience.
Creating a Culture of Activism in the Education Doctorate
Author: McClure, Christine Lynn
Date: 2021-00-00
Type: Journal Articles
Subjects: Activism,Doctoral Programs,Higher Education,Risk,College Faculty,College Curriculum,Diversity,Equal Education,Inclusion,Education Majors,Political Attitudes,Minority Group Teachers,Social Change,Social Justice,Teacher Recruitment,Power Structure

Attempting to combine activism and scholarship would seem natural because most academic research is born out of a deep-rooted desire to change, eradicate, or transform a societal issue. As such, translating research into practice by way of activism would seem conventional for most scholars, because it is &quot;informed by both personal and political values and the need to engage our emotional responses to the world around us&quot; (Derickson &amp; Routledge, 2015, p. 5). However, the elite, &quot;ivory-tower&quot; of the academy is not so accepting of scholar-activists. Perhaps it is because activism places higher education in the cross hairs of the criticisms, critiques, and call-outs that activism seeks to influence. Institutions of higher education have done a mediocre job at cultivating spaces for academics to freely engage in activism, as academics who desire to participate in activism face considerable and specific career-related risks (Flood et al., 2013). Loss of tenure, reduced opportunities for collaboration, decreased funding, isolation, and oftentimes physical threats are but a few strategies used against academics who openly participate in activism. While many activist movements have been birthed on college and university campuses, very few demonstrate a willingness to embrace the causes or individuals involved in these activist movements. As institutions of higher education try to strengthen both the policies and practices related to diversity, equity, and inclusion it is imperative that they also examine the oppressive structures, antiquated hiring practices, and exclusionary curriculum that inhibit the culture of activism from thriving. These three specific areas are the focus for this article.
Combating the Negative Exam Score Impact of Online Human Physiology Laboratories via Cognitive and Structural Strategies: A Preliminary Analysis
Author: Hartert, Keenan T.
Date: 2021-12-00
Type: Journal Articles
Subjects: Scores,Academic Failure,Physiology,Online Courses,Science Activities,Cognitive Processes,College Students,Student Attitudes,COVID-19,Pandemics,Blended Learning,Instructional Effectiveness

The COVID-19 pandemic forced higher education to develop new strategies to meet the needs of students. One of the most critical issues was delivering an online experience in undergraduate Biology laboratories aimed at meeting hands-on outcomes, specifically within the health sciences. Hybrid lab group models in which students rotated between in-person and online attendance represented one such option. A student population of 71 at Minnesota State University, Mankato was studied to observe the effects on student exam scores. Negative student perceptions were made clear in course feedback surveys, and students that attended 2+ labs via Zoom preceding an exam were associated with a lower Exam I score compared to peers that only attended 0-1 labs via Zoom. Three class strategies were introduced before Exam II, meant to improve online learning. The Exam II scores saw no overall significant difference between groups, with Multi-Zoom students closing the gap from Exam I. Importantly, Multi-Zoom students that utilized the class strategies significantly outperformed Multi-Zoom students that that did not use them. Although any classroom results represent a mix of variables, the risks of online labs intended to assess hands-on and data interpretation outcomes of Human Physiology can be detrimental when targeted strategies are absent.
Embedding Activism in a STEM EdD Program
Author: Miller, Bridget
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Programs,STEM Education,Education Majors,Activism,Action Research,Active Learning,Student Projects,Research Methodology,Equal Education,Diversity,College Curriculum,Social Justice,Learning Activities,Courses

This article shares an example of how one STEM EdD program embeds activism throughout their program. The authors share examples of readings and assignments across the program geared towards helping students think about and enact activism within the STEM disciplines. The STEM EdD mission offers insight into the foundations of the program. Then, specific examples from the following courses or course sequences are given: Action Research, Project-Based Learning, Research Methods in STEM Education, Advanced Readings in Mathematics Education, and Principles of Engineering in STEM Education. A conclusion offers some final thoughts about the ongoing development of the STEM EdD program to help our students grow as graduates who focus on equity and diversity in STEM education.
Impact and Inclusion: Transforming an EdD Program into a Crucible for Systems Change
Author: Ryan, Antoinette M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Education Majors,Social Justice,Doctoral Dissertations,Content Analysis,Educational Trends,Educational Policy,Activism,Educational Change,Cooperation

This article shares insights from a review of dissertations produced by students in an EdD program in Educational Leadership at a public university in Connecticut. Program curriculum and learning experiences, built upon a social justice platform, prepare students to engage in scholarship and action to improve educational systems. However, retaining students' focus on designing capstone projects that explore and seek to mitigate systemic injustice has been an ongoing challenge. To understand more about the impact of the EdD program's vision of developing students' capacities for systems transformation and social justice, program faculty conducted a document analysis of dissertations produced in the 15 years from program inception to the present, examining themes and trends that emerge from the focus areas, research questions, and research methods applied in dissertations. Document analysis revealed that, while earlier student dissertations tended to be more aligned with the educational policy cycle than with the program's focus on social justice, more recent dissertations demonstrate a shift toward a stronger social justice orientation. As a member of the Carnegie Project on the Educational Doctorate (CPED) since 2018, this university's EdD program engages in ongoing redesign to maximize impact on the field and to cultivate activism among program graduates who will lead systemic transformation in education. A conceptual framework for transcendent third-order change - cultivating systems leadership that transcends the limits of current paradigms and action, fosters collaborative engagement, and provides coherent structures for collaborative impact - is the foundation for this redesign.
Listening to and Crafting Stories: Cultivating Activism in Online Doctoral Students
Author: Borkoski, Carey
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Students,Electronic Learning,Activism,Equal Education,Social Justice,Story Telling,Doctoral Programs,Inquiry,Language Usage

The Johns Hopkins University (JHU) online EdD program prepares students as scholar-practitioners who become leaders and agents of change across educational contexts. Advocating for equity and social justice requires our students to not only immerse themselves in the relevant literature and learn the traditional skills of applied research but to master the art of communication through a sort of storytelling. Storytelling, in this sense, represents a means to gather and analyze data and understand and integrate diverse perspectives to engage and persuade relevant stakeholders (Moezzi et al., 2017). Johns Hopkins' first-year EdD programming and coursework emphasize the use of deficit-free language to understand people and problems, value the consideration of diverse perspectives, and structure students' inquiry with a systems-approaches to explore contextual problems using a mixed methods research paradigm. Together, the program's approach to student learning and practice-oriented courses and dissertation research contribute to training scholar-practitioners as activists who ask relevant questions, draw on multiple perspectives to craft potential solutions, adapt to a variety of contexts and circumstances, engage with diverse stakeholders, reflect on their own assumptions, and admit to and learn from mistakes throughout the process. Through a detailed accounting and examination of the JHU onboarding features and processes, particular course content and assignments, as well as the interplay of these elements, this paper will demonstrate how attending to language, perspective taking, context, and research inquiry support the development of scholar-practitioners as activists.
Mitigating Student Resistance to Active Learning by Constructing Resilient Classrooms
Author: Lemelin, Cosette
Date: 2021-12-00
Type: Journal Articles
Subjects: Resistance to Change,Active Learning,Resilience (Psychology),College Faculty,Faculty Development,Communities of Practice

Shorter lectures punctuated with activities to engage students in the learning process can increase student understanding, critical thinking, and overall learning. However, some students have negative responses to active teaching strategies. Here we explore the topic of student resistance to active learning, including reasons for this opposition and strategies to prevent or respond to it. Recognizing factors that lead to students' resistance to active learning is important to mitigating these barriers to learning. Equally critical to mitigating student resistance is the promotion of student resilience. Structuring classrooms to promote resilience includes community building, structured activities, and policies that recognize student diversity, and the complexity of learning processes.
SMACKtivism: A Program Redesign so Good, You Won&apos;t Know What Hit You
Author: Noel, Tiffany Karalis
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Design,Doctoral Programs,Student Experience,Justice,Curriculum Development,Educational Improvement,Activism,Instruction,Career Choice,Goal Orientation

This essay describes the context, mission, guiding principles, signature pedagogies, curriculum, and anticipated benefits and limitations of our newly designed EdD in Learning and Teaching in Social Contexts. As we prepare to launch our new program (pending approval), our key development efforts are focused on implementing leading-edge coursework centering on problems of practice through a blend of online interactions and applied, real-world experiences. Our primary objective is to equip scholar-practitioners with the expertise to initiate and sustain systematic approaches to transformative and justice-oriented improvement within their local educational communities, both during and following their time in the program.
Teaching CRISPR-Cas9 Genome Editing through Novel Research in a Multi-Week Lab Module
Author: Nannas, Natalie J.
Date: 2021-12-00
Type: Journal Articles
Subjects: Genetics,Science Instruction,Undergraduate Students,Scientific Research,Laboratory Experiments,Molecular Biology,Computer Software,Computer Assisted Instruction

CRISPR-Cas9 is revolutionizing how we conduct scientific research, treat disease, and develop new crops. The widespread impact of this genome-editing technology makes it critical for undergraduate students to understand and engage with this new tool. In this article, we describe a multi-week lab module that teaches undergraduates how to design CRISPR-Cas9 constructs and screen for CRISPR-modified genotypes. The module is conducted through the lens of independent research; students conduct a genotype screen for novel knockout mutations. In our module, students screen Zea mays (maize) seedlings for mutations in the MAD2 gene, which assists our ongoing investigation of meiotic chromosome segregation. This module can be adapted to knockout any gene in any organism, and thus align with an instructor's research program. Engaging in original research helps undergraduate students develop independence and initiative in the lab as well as the molecular techniques of CRISPR-Cas9.
Descriptions of Centrifugation Manipulations in the Literature Illustrate the Need for Better Laboratory Training of Biologists
Author: Rioux, Pierre
Date: 2021-12-00
Type: Journal Articles
Subjects: Laboratory Training,Scientists,Science Education,Ecology,Zoology,Botany,Biology,Periodicals,Physics,Environmental Education,Wildlife,Research Reports,Laboratory Procedures,Molecular Biology,Journal Articles,Higher Education

Students in environmental sciences, ecology, or wildlife management are often reluctant to acquire training in basic laboratory techniques. To advocate the importance of this training, we reviewed literature in the fields of biological and environmental science for one frequently used technique--centrifugation--and evaluated whether centrifugation parameters are properly expressed. Centrifugation is used to extract and purify different types of biomolecules for further characterization or quantification. The repeatability of the procedure depends on the proper identification of parameters defining the gravitational force applied to a solution, for example the duration, distance from central axis, and angular velocity. Correctly expressing rotation velocity--the &quot;speed&quot;--is therefore crucial to ensuring repeatability and the possibility of using the same protocols in different laboratories. When scrutinizing the materials and methods sections of publications in ecology, zoology, botany, or general biology journals, we noticed that velocity is expressed in different ways and essential information is often missing. We sampled 2000 articles in different fields of biological sciences that recorded centrifugation as a technique in the materials and methods section. We found centrifugation velocity to be properly expressed in gravitational force &quot;g&quot; in only 47.8% of the papers. The score dropped to 40.4% in journals specialized in ecology. We use this analysis to advocate for a minimum of training in the techniques of biochemistry that are of common use in environmental sciences. Better training would allow higher reproducibility of results in scientific publications.
EdD Graduate Perspectives: Uplifting Our Own Voices
Author: Martin, Staci B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,College Graduates,Student Attitudes,Disproportionate Representation,Activism,Outcomes of Education,Teacher Student Relationship,Scaffolding (Teaching Technique),Sense of Community,Educational Experience,Peer Relationship,Minority Groups

The purpose of this essay is to share the voices of EdD graduates who are often underrepresented or missing in the literature. To begin, we invited EdD graduates to co-author this article about the connection among their EdD program experiences and interactions and their activism. We included our definition of activism and posed three open-ended questions. Six program graduates and one professor agreed to organize the graduates' responses by the question topics and salient themes. We asked about our experiences in the EdD program and how these influence--positively and negatively--what we are doing now (post-program). We found (a) relationships with faculty and cohort mattered; (b) instructional scaffolding was vital; and (c) faculty and cohorts reflected how lived experiences cultivated a sense of belonging and collectiveness. We also asked about our interactions with peers, cohort, advisor(s), instructors, or mentors, as well as, in what ways did these interactions affect--positively and negatively--what we are doing now (post-program). Lastly, we asked, in what ways, did the EdD program affect--positively or negatively--our activism in the classroom, community, or place of employment. We found examples of how we are shifting the landscape of academia to honor more voices in research and publication, more culturally responsive to impacted communities, and challenging the status quo. We focused on our experiences and interactions in an EdD program and how these experiences and interactions prompted activism in our current practice so that having a diversity of voices not only challenge other students, regardless of their background, to think differently about who creates, produces, and defines knowledge, as well as, support faculty that say they want to expand their curriculum and instruction, yet rely on what they know or what was taught to them in their courses.
Activism in Practice: The Influence of a Rural School Leader&apos;s Beliefs and Practices in Disrupting Historical Patterns of Underachievement in Traditionally Marginalized Students
Author: Hesbol, Kristina A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Schools,Administrator Attitudes,Activism,Underachievement,At Risk Students,Beliefs,Poverty,High Achievement,Principals,Superintendents,Culturally Relevant Education,Minority Group Students,Equal Education,Racial Differences,Ethnicity,Low Income Students,Elementary Secondary Education,Family Involvement,Educational Environment,Reflection,Student Participation

Despite the fact that rural communities across the United States are rapidly diversifying (Fusarelli &amp; Militello, 2012), little research has examined the beliefs and practices of successful rural educational leaders, specifically in high poverty schools and districts where traditionally marginalized students demonstrate improving learning outcomes. The purpose of this study was to examine the beliefs and practices of a rural educational leader whose school or district met established study criteria for a high poverty, high performing school, in which traditionally marginalized students demonstrate increasingly productive learning outcomes. Interviews with the leader were conducted, and the data were coded and analyzed using a constant comparative method (Lincoln &amp; Guba, 1985). The following research question guided the study: What impact do the beliefs and practices of a rural school district leader have on the learning outcomes of traditionally marginalized students in the Rocky Mountain West? The findings from this study contribute to the paucity of research on culturally responsive rural superintendent-principals. Identifying the rural leader's beliefs and practices provides support for educational leaders who serve in that uniquely rural dual role, about which very little has been written. It informs leadership preparation programs, graduate students, researchers, and policy makers about the need for nuanced culturally responsive training for rural educational leaders.