ethanporcaro/eric-fulltext-meta huggingface dataset:
Boyz 2 Men: Responsible Empowerment for Inner-City Adolescent Males
Author: Gilgoff, Jon
Date: 2007-00-00
Type: Journal Articles
Subjects: Urban Areas,Youth Programs,Males,Empowerment,Coping,Disadvantaged Youth,Substance Abuse,Crime,Violence,Adolescents,Minority Groups,Single Sex Classes,Resilience (Psychology),Socialization,Adolescent Development,Young Adults,Gender Issues,Social Development,Social Bias,Gender Bias,Homosexuality,Trust (Psychology),Consciousness Raising,After School Programs,Program Effectiveness,African Americans,Hispanic Americans

Jon Gilgoff is the Boys Services Manager of the Youth Justice Institute in Oakland, California, and a former Robert Bowne Foundation Fellow who researched Boyz 2 Men through his work with the Educational Alliance in New York City. Boyz 2 Men aimed to provide a positive alternative to drugs as a means of coping with the multiple challenges young men faced as they moved into their manhood in the inner city. Participants had fallen into substance abuse. Many had also joined gangs and already were involved in the criminal justice system. In some inner cities, homicide is the leading cause of death among minority adolescent males (Foy &amp; Goguen, 1998). In this dire context, the struggle simply to keep young men of color &quot;alive and free&quot; (Marshall,2005, p. 1) into their adult years is a challenge. Boyz 2 Men was one gender-based program that aimed to build boys' resilience in the face of such dangerous realities and to help them examine their socialization as males. It created a safe space in which participants could freely express their hopes and fears, supporting one another toward a safer and healthier manhood. This article discusses Gilgoff's experiences as facilitator of Boyz 2 Men and illustrates both the promise and the challenges of such efforts. Gilgoff examines the ways in which the group helped participants explore both the pressures and privileges of growing up to be a man in the &quot;hood&quot;, and how for some this process led to fuller expressions of self and increased responsibility in their treatment of others.
In Addition Afterschool Mathematics Program: Principles, Practice, and Pitfalls
Author: McVarish, Judith
Date: 2004-00-00
Type: Journal Articles
Subjects: After School Programs,Mathematics Instruction,Inquiry,Mathematics Skills,Urban Areas,Elementary School Students,Educational Principles,Learner Engagement,Relevance (Education),Journal Writing,Testing,Homework,Coping

Afterschool math hours are most often spent on homework help, tutoring, drill, and test-preparation with instructors who may not be certified teachers or mathematics educators. While such &quot;extra math help&quot; may be of value, it is unreasonable to expect students to enjoy learning experiences based on workbook-style exercises. The In Addition project, a program of New York University's Steinhardt School of Education, re-envisions afterschool math, which seeks to engage children in learning mathematics that is about curiosity, questions, and intrigue, incorporating inquiry-based mathematical learning into the urban community. This paper reflects on the program's founding principles and on what the authors have learned in their first year of implementation: how they worked to shape their daily practice around inquiry-based math learning in the context of the urban community and the pitfalls encountered along the way.
Rites of Passage: Preparing Youth for Social Change
Author: Wilcox, Susan
Date: 2004-00-00
Type: Journal Articles
Subjects: After School Programs,Youth Programs,Community Change,Social Change,Program Descriptions,Critical Thinking,Urban Youth,African Americans,Hispanic Americans,Minority Groups,Adolescents

The Brotherhood/Sister Sol helps young people develop into critical thinkers who are committed to themselves and to community change. In single-gender chapters throughout New York City, primarily in Washington Heights and Harlem, teenagers learn to embrace and embody the ideals of brotherhood and sisterhood and to appreciate their connections to each other, connections that supersede friendship, rivaling the ties of blood. A culture of connection is promoted in different ways. For example, The Brotherhood/Sister Sol is led by the Directors' Circle (DC), a leadership team that provides organizational vision and echoes the underlying core ideals of the organization: community, collaboration, equity. It brings together diverse ideas and talents, allows directors to have shared responsibility, and provides time for them to work directly with youth. Monday through Friday, at around 3:15 pm, the Harlem brownstone that serves as headquarters begins to stir with the energy of young people. With the ideals of brotherhood and sisterhood as a foundation, members are empowered to make constructive choices about their lives, choices that consider the people around them. Some may choose to dedicate themselves to community service or organizing, others may become less activists than people with clear career goals or good parents who understand their role in sustaining strong communities. This article highlights the components that make The Brotherhood/Sister Sol successful including five programs that encompass a holistic and comprehensive approach to youth development: (1) The Brotherhood/Sister Sol Development Program (BSDP); (2) The After School Program for students ages 7-21; (3) The Liberation Program; (4) The Summer Leadership Program; and (5) The Community Outreach Program. The remainder of the article focuses on the Brotherhood/Sister Sol Development Program which establishes single-gender chapters at public secondary schools, working with youth over the course of their high school careers. The Oath of Dedication (a personal testimony of the beliefs, goals, and lifetime commitments each member will strive to live by) and Rites of Passage experience are also described.
Youth-Adult Partnerships: A Powerful Force for Community Change
Author: Butcher, Shuan
Date: 2004-00-00
Type: Journal Articles
Subjects: After School Programs,Intergenerational Programs,Youth Programs,Community Needs,Community Change,Civics,Empowerment

Shuan Butcher is director of the Center for Youth as Resources in Washington, DC, a national organization that connects youth to their communities through local Youth as Resources (YAR) programs, which engage youth as problem solvers, partners, and stakeholders in positive community change. In YAR, young people and adults work together as equal partners to identify and address real community needs, thus ensuring fresh approaches to chronic problems and a continuum of civic stewardship. The model embraces a paradigm shift that Karen Pittman of the International Youth Foundation and the Forum for Youth Investment has described as moving from &quot;youth participation for youth development to youth and adult partnerships for community change&quot; (Pittman, 2000). YAR encourages young people in a variety of settings--such as faith-based institutions, community organizations, public housing, schools, and correctional facilities--to team up with adults, conduct community assessments, apply for and receive grants, and carry out community service projects. Here, Butcher shows how YAR programs match young people who are motivated, innovative, and have great passion with the guidance, enthusiasm, support and wisdom of adult mentors to accomplish great things in their community. The results of youth, and adult partnered accomplishments described in this article provide proof that adults and young people can work together constructively with a very strong mutual respect for one another.
The Relationship between Optimism-Pessimism and Personality Traits among Students in the Hashemite University
Author: Mahasneh, Ahmad M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Positive Attitudes,Negative Attitudes,Personality Traits,Extraversion Introversion,Psychological Patterns,Emotional Adjustment,Neurosis,Incidence,Correlation,Statistical Significance,Gender Differences,Specialization,Educational Attainment,Grade Point Average,Personality Measures,Measures (Individuals),Questionnaires

This study aimed to examine the correlation between optimism-pessimism and personality traits (extraversion, introversion, emotional stability and neuroticism), also aimed to identify the prevalence of optimism and pessimism in the study sample according to the variable sex, academic specialization, level of study, and grade point average. The study sample consisted of (534) students among undergraduate students enrolled in the Hashemite University during the summer semester 2010/2011. Results of study revealed that: A positive correlation relationship and statistically significant between optimism and introversion. Statistically significant positive correlation relationship between pessimism emotional equilibrium, and the pessimism emotion. Statistically significant negative correlation relationship between pessimism and extraversion, and between pessimism and introversion. Differ in the prevalence of optimism in three levels (high, moderate, and low) according to the variables sex, area of study, level of study, and grade point average. Different ratios of the three levels is widespread pessimism (high, moderate, and low) according to the variables sex, area of study, level of study, and grade point average. Statistically significant differences between males and females in the prevalence of trait optimism in favor of male students. The differences are statistically significant at the level of significance (0.05) between the academic level (first, second, third, and fourth) in the trait of optimism for the benefit of students who are in the level of the first, second, and third year. The presence of significance interaction between sex and grade point average on a feature of pessimism. The presence of significance interaction between specialization and grade point average on a feature of pessimism.
Relationship between Reading Proficiency, Strategic Competence, and Reading Comprehension Test Performance: A Study of Iranian EFL Learners
Author: Ghafournia, Narjes
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Proficiency,Reading Strategies,Reading Comprehension,English (Second Language),Graduate Students,Metacognition,Reading Tests,Language Tests,Questionnaires,Scores,Performance,Reading Ability,Reading Improvement,Communicative Competence (Languages),Regression (Statistics),Statistical Analysis

The study scrutinized the interaction between reading proficiency and strategic competence via reading comprehension test performance of Iranian EFL learners. The further concern was to scrutinize the extent to which strategic competence affected the participants' test performance. The participants were 506 postgraduate students who took a reading comprehension test and answered a metacognitive strategy questionnaire successively in one session. The findings manifested that the participants at the high level of reading proficiency used metacognitive strategies more frequently than did the participants at the low and intermediate levels of reading proficiency in the test-taking setting. The findings also revealed a positive linear relationship between metacognitive awareness and the participants' test performance. The findings provide empirical evidences for the close interaction between linguistic and strategic competences, as the two major components of communicative language ability, discussed in different frameworks for language use such as Bachman's (1990) and Bachman and Palmer's (1996) frameworks. The findings revealed the necessity for designing the instructional programs focusing on both linguistic and strategic aspects of language learning in a balanced way to improve reading ability of L2 learners. The findings indicate that the true score of language learners is dependent on linguistic and strategic aspects of test-taking. Thus, the findings recommend language teachers to interpret test scores with great care to make fair decisions about the actual ability of test takers. In addition, the findings encourage curriculum planners and language teachers to design appropriate instructional materials and adapt effective teaching approaches to improve reading comprehension.
A Statistical Analysis of Education Service Quality Dimensions on Business School Students' Satisfaction
Author: Seng, Ernest Lim Kok
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Statistical Analysis,Educational Quality,Business Administration Education,Majors (Students),College Students,Student Attitudes,Satisfaction,Positive Attitudes,Teacher Influence,Courses,Educational Resources,Learner Engagement,Influences,Statistical Significance,Correlation,Student Evaluation,Hypothesis Testing,Multiple Regression Analysis

This study aims to investigate student satisfaction on quality education services provided by institutions of higher learning in Malaysia. Their level of satisfaction based primarily on the data collected through five dimensions of education service quality. A random sample of 250 students studying in an institution of higher learning was selected for this study. Statistical analysis had been employed to analyze the intensity of these five dimensions and their influence on student satisfaction. The results indicated that instructors, academic courses, learning resources and student's engagement had positive and statistical significant influenced on student satisfaction. This study provides very useful information for the stakeholder to plan and draw appropriate strategies for the dimensions that need further improvement. More importantly, education service quality will determine the sustainability of an institution by looking at the competitiveness of education setting at national and international levels.
Symbolic Representation for Introduction of Concept of Decimal System in Mexican School Children
Author: Solovieva, Y.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Symbols (Mathematics),Elementary School Mathematics,Teaching Methods,Mathematical Concepts,Grade 2,Elementary School Students,Concept Formation,Measurement,Problem Solving,Arithmetic

The present study describes the usage of strategies of symbolic representation during teaching introduction of decimal system in primary school in Mexico. Our research is based on Activity Theory conception of teaching-learning process and of gradual introduction of scientific concepts in school age. The method includes symbolic external representation of mathematic, logic and spatial relations. Children from the second grade of primary school took part in the study. The children were included in joined actions with constant orientation of the teacher. Specific Program was designed for introduction of decimal system and applied during 6 month 3 times per weak. The results showed that children acquired significant symbolic abilities necessary for understanding the concept of decimal system. We consider that proposed method could be a new approximation for solution of common difficulties which arise at primary school during initial teaching of mathematics.
Lexical Borrowings in the ESL Classrooms in Malaysia
Author: Thirusanku, Jantmary
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Linguistic Borrowing,English (Second Language),Second Language Instruction,Language Teachers,Teaching Methods,Instructional Materials,Cultural Relevance,Culturally Relevant Education,Language Usage,Code Switching (Language)

This paper attempts to show the use of lexical borrowings in ten teaching materials used by the English as Second Language (ESL) teachers in the ESL classrooms in the National Secondary Schools in the Klang district in Selangor, Malaysia. It also discusses the general and pedagogical implications involved in using lexical borrowings. This paper reveals that teaching materials with local context are found to be appealing and interesting to students because of their familiarity and local flavour. Students can instantly recognise the cultural context and respond to the situations and settings. As such they are able to interact with teaching materials in a more meaningful way.
Investigating Best Practice and Effectiveness of Leadership Wisdom among Principals of Excellent Secondary School Malaysia: Perceptions of Senior Assistants
Author: Ahmad, Abdul Razaq
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Secondary Schools,School Effectiveness,Best Practices,Leadership Effectiveness,Surveys,Questionnaires,Assistant Principals,Administrator Attitudes

The aim of the current study is to investigate the practices and effectiveness of leadership wisdom among the principals of excellent secondary schools as perceived by the Senior Assistants. This research employed survey approach by using a validated questionnaire. The respondents were 417 Senior Assistants, who were randomly selected from the principals of excellent secondary schools in Malaysia. The findings showed that the Senior Assistants' perceptions of principals' practices of leadership wisdom were positively at higher level regarding principals' application of their knowledge to benefit the staff as well as the whole school. Interestingly, the data show that the senior assistants' perceptions of practice effectiveness were also higher. The implication is that all senior assistants are appropriate for their duties in excellent schools. Also the study findings would inspire the educational leaders to enhance their practices of leadership wisdom to move forward the institution in the realization of Vision 2020 as well as Malaysia Education Plan 2013-2025.
Perils &amp; Promise: Afterschool Programs on School Territory
Author: Polman, Joseph L.
Date: 2004-00-00
Type: Journal Articles
Subjects: After School Programs,Norms,Institutional Characteristics,Educational Environment,Campuses,School Location,Context Effect,Stereotypes,Social Behavior,School Culture,Attitude Change,Active Learning,Inquiry,Change Strategies,Youth Opportunities,Youth Programs,Youth Clubs,Group Dynamics,Elementary Secondary Education,Physical Environment

Psychological research has shown that the meaning people make of their experience is what leads to their learning and development. In addition, the location of human activity has an impact on its meaning. Physical location is not the only component of the context in which afterschool activities take place. Examples in this article illustrate that context can be changed by what takes place in the space. This article explores some of the perils and promise of afterschool clubs on school territory. The following are areas of particular concern in afterschool programs held on school grounds: (1) Combating deficit orientations; (2) Establishing separate behavior norms; (3) Facing differences in institutional priorities; and (4) Building productively on youths' non-school identities. Knowing the risks of working on school territory allows the afterschool programs to better manage those risks.
Factors Associated with Research Productivity among Oral Healthcare Educators in an Asian University
Author: Bay, Bernardo E., Jr.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Asians,Productivity,Educational Research,Scholarship,Health Education,Dentistry,Allied Health Personnel,Performance Factors,Teacher Surveys,Predictor Variables,Institutional Characteristics,School Support,Self Efficacy,Research Reports,Organizational Development,Self Evaluation (Individuals),Correlation,Change Strategies,Likert Scales,College Faculty

Research writing confidence and organizational support toward research activities are two essential factors that may affect research productivity among higher educational institutions. This study investigated the possible relationships of these two factors to research productivity among faculty members of the College of Dentistry at Lyceum of the Philippines University-Batangas. The study used descriptive survey using percentage, weighted mean and Chi square to test the relationship of the selected variables. The findings indicate that Dentistry faculty members have low research productivity as evidenced by its research production, with only five of them having completed a research paper as main author and only one as co-author (but, not the main author) from SY 2008-2009 to 2012-2013. Respondents agreed that, in average, institutional support is higher than the departmental support for conducting research paper. Meanwhile, respondents are most confident with the technical part in research writing, but least confident in writing the methodology. Organizational support given by the university itself and the Department of College of Dentistry towards research activities and faculty members' confidence in writing the paper particularly the technical and major parts were not indicators associated with research productivity. However, they are confident with the other parts of the research process including writing the abstract and references as associated with developing research findings.
The Cognitive Outcome in the Physical Games at the College of Students of the Basic Science in the World Islamic Sciences and Education University
Author: Salameh, Ibrahim A. M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Science,Cognitive Processes,Outcomes of Education,Games,Gender Differences,Physical Education

The study aimed at reconnoitering the cognitive outcome in the physical games at students of the college of basic science in the World Islamic Science and Education University. The descriptive method was employed, where the sample was randomly chosen, and amounted to (16) students (males &amp; females) from the faculty. The sample discussed five primary dissensions: the physical, mental, emotional, and social and the educational side. The study deduced non-existence of differences with statistical indication at students of the faculty in what concerns the cognitive outcome of the physical games due to sex variable. The study results pin-pointed that the highest cognitive outcome was at the physical field following by the social field, and the lowest two fields in the cognitive outcome were on the educational field, then follows the mental field.
Causes of Gender Differences in Accounting Performance: Students' Perspective
Author: Wally-Dima, Lillian
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Comparative Analysis,Gender Differences,Accounting,Student Attitudes,Academic Achievement,Questionnaires,Student Characteristics,Statistical Analysis

This study employs the survey method to investigate the factors that cause academic differences between female and male students at the largest university in Botswana. The population of this research was the students of the last three years of the 4 year Bachelor of Accountancy degree programme at the University of Botswana. Anchored on the prior studies' indications that female students outperform their male counterparts in accounting examinations, the current study sought the views of the respondents on factors responsible for this phenomenon and their suggestions on how the gap may be bridged. This study revealed that the key factor explaining academic performance is individual's commitment and right attitude towards accounting studies. Respondents believe that female students perform better because they work harder and have better study ethics. Females attend more classes and tutorials, seek guidance on their studies from lecturers and participate more in class discussions than their male counterparts. Male students perform poorly because they lack enthusiasm towards studies and fail to balance social life and academic work while at school. The implications of this study are that male students need to re-examine their attitude towards education, class attendance and participation in academic activities in order to improve their grades. The society and the educational institutions need to become more vigilant in ensuring that males remain focused on positive learning while in school.