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Descriptors:
Computer Software; Computer Assisted Instruction; Multimedia Instruction; Content Analysis; Discourse Analysis; Cooperative Learning; Geometry; Problem Solving; Interpersonal Communication; Group Activities; Research Methodology; Coordination

Abstract:
In CSCL research, collaborative activity is conceptualized along various yet intertwined dimensions. When functioning within these multiple dimensions, participants make use of several resources, which can be social or content-related (and sometimes temporal) in nature. It is the effective coordination of these resources that appears to characterize successful collaborative activity. This study proposes a methodological approach for studying coordination of resources when solving geometry problems with dynamic geometry software. The aim is to suggest a methodological lens to capture both the content-related and social discourse within the context of geometry problem solving using dynamic geometry software. As an example, the paper also provides an analysis of a dyad's face-to-face interaction using the suggested framework. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Family Programs; Financial Support; Integrated Services; Low Income Groups; Middle Schools; Program Effectiveness; Coordination; Organizational Communication; Educational Environment; Cultural Differences; Age Differences; Privacy; Barriers; Parent Attitudes; Interviews; Case Studies

Abstract:
A commonly held belief is that children whose families are struggling with poverty--and the housing, health, safety, and other concerns that often go with it--cannot focus on learning unless their nonacademic needs are met. This belief is supported by research showing that the children of poor parents who receive income supplements and other supports tend to do better in school. Consequently, in order to successfully educate low-income children, schools might benefit from finding ways to partner with other organizations in order to improve the well-being of their students' families. However, in practice, schools and their community partners often face significant challenges in accomplishing this objective. This issue brief uses data from Chapin Hall's evaluation of the Elev8 Full-Service Schools Initiative as a case study to reflect on the potential challenges and benefits of offering economic support services to families at schools. The findings suggest that a small group of parents who used the services felt that they helped improve their family's financial well-being. In addition, staff members of the various Elev8 partner organizations reported that a major success was the ability of the economic supports staff to make individual connections to families. However, a number of factors made reaching larger numbers of parents a significant challenge. These included difficulties coordinating school and economic support efforts, as well as parents' concerns about sharing their private information within the school setting. Based on these findings, the authors present recommendations for future efforts to integrate economic support services into schools. These strategies include hiring long-term staff members to build trusting relationships with parents, offering economic support services in conjunction with a broader array of services, ensuring clear lines of communication between partner organizations, and taking steps to ensure parents' privacy. (Contains 9 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Testing Accommodations; Testing; Student Attitudes; Educational Research; School Psychologists; Role; Coordination; Individualized Education Programs; Test Validity; Self Advocacy; Accuracy; Context Effect

Abstract:
Students with disabilities are often given tests under accommodated conditions to reduce the effect of their disability on their scores. Students' perceptions of their own accommodations are important for several reasons and have been the topic of a number of research studies. Some studies have tested students under multiple conditions and asked for their reactions; other studies have given general attitude surveys about accommodations. Research has shown that accommodations generally reduce anxiety and discomfort during testing, but students' opinions about the practice of providing accommodations are often conflicted and depend on the particular accommodation under discussion. This review describes the current research on students' perceptions of accommodations, derives implications for practicing school psychologists, and offers further questions to guide future research. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sociology; College Instruction; Introductory Courses; College Students; Textbooks; General Education; Educational Objectives; Outcomes of Education; Coordination

Abstract:
In this article, I ask for whom is our teaching developed? Although we typically think that it is developed for our students, there appears to be a considerable gap between how our curriculum, especially Introductory Sociology is organized, and what we know about current college students. Drawing on data on enrollment in sociology and overall in colleges and universities along with recent scholarly portraits of college students by Nathan (2005), Clydesdale (2007), and Arum and Roska (2011), I offer the following argument: (1) Our "students" are primarily those who take Introductory Sociology, and this class, indeed, is our public face for most nonacademics; (2) given where U.S. college students matriculate, all too often, Introductory Sociology is likely being taught by someone not as well connected as we might like to our main professional organization; (3) comprehensive textbooks dominate the Introductory Sociology market and contain more information that can reasonably be covered in one semester; (4) college students are "practical credentialists" who spend relatively little time outside of the classroom on their studies; and (5) whether or not we as sociologists agree on what needs to be covered in Introductory Sociology and other courses, we have derived these understandings among ourselves, paying little attention to what skills and knowledge our students want and/or need. If Introductory Sociology really is our "public face", we clearly need to spend a considerable amount of time in making sure that this is how we want to be seen. (Contains 3 tables and 12 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Evaluation (Groups); Technical Institutes; Governance; Program Effectiveness; Community Colleges; Administrative Organization; Organizational Effectiveness; Case Studies; Improvement Programs; Coordination; Statewide Planning; Governing Boards; Educational Policy; Educational Finance; Public Agencies; Agency Role; Systems Approach; Strategic Planning; Politics of Education; Educational Environment; Policy Formation; Adult Education; Institutional Mission; Economic Factors; Questionnaires; Program Descriptions

Abstract:
The challenge of producing the systemic changes that are needed to boost educational attainment and economic competitiveness across the country falls heavily on entities that coordinate public postsecondary institutions. Coordination of postsecondary education, whether of a single system of institutions or across an entire state, requires strategic leadership that draws on formal and informal authority to influence the priorities and activities of locally governed colleges and universities with strong traditions of autonomy. Many states are actively moving to improve postsecondary coordination--including the redesign of formal governance structures. This project was undertaken to help states improve the coordination function. It consists of a case study to tell the story of one coordinating board and a self-assessment tool that draws on the case study findings and aims to help other states better understand their own challenges and opportunities with respect to postsecondary coordination. Appended are: (1) SBCTC Notable Policy Innovations--Descriptions and References; and (2) Community College Size, Governance, and Funding in Ten States. (Contains 4 figures and 6 footnotes.) [For "Self Assessment: Increasing the Effectiveness of Postsecondary Coordination. A Companion to "On Balance: Lessons in Effective Coordination from the Washington State Board for Community and Technical Colleges--An Organizational Perspective"", see ED534112.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (479K)

Descriptors:
Evaluation Utilization; Institutional Evaluation; Evaluation Methods; Stakeholders; Educational Planning; Self Evaluation (Groups); Technical Institutes; Governance; Community Colleges; Administrative Organization; Organizational Effectiveness; Case Studies; Improvement Programs; Coordination; Statewide Planning; Governing Boards; Educational Policy; Educational Finance; Public Agencies; Systems Approach; Strategic Planning; Politics of Education; Educational Environment; Policy Formation; Institutional Mission; Economic Factors; Questionnaires; Agency Role

Abstract:
Public organizations charged with coordinating higher education institutions face a complex set of tasks. Whether coordinating institutions within one sector or across sectors, such organizations play vital roles in promoting a state's capacity for policy leadership to meet the growing need for an educated citizenry. National experts have emphasized that effective policy capacity requires coordinating entities that can articulate mission and goals, devise strategies for meeting them, and use resources, including relationships with state leaders, to influence policy. The authors' case study subject, the Washington State Board for Community and Technical Colleges, was selected because of its track record of focusing a diverse constituency on a valuable public mission and using its resources strategically to facilitate large-scale policy changes aimed at making progress toward the mission. Its effectiveness rests in large part on its continual attention to relationships in order to mediate and balance the needs of various state and local parties. For states interested in improving existing coordinating organizations or designing new ones, the authors suggest that an assessment of the current context can illuminate possibilities for improvement. Multiple factors interact to create forward momentum and can be leveraged in myriad ways. Thus, the self assessment questions are designed so states can more clearly understand the factors at play in their own situations and more strategically evaluate short-term and long-term opportunities. The self-assessment questions fall into three categories: the state political and economic context, the design of the coordinating body itself, and the organization and leadership strategies used by the coordinating body. These factors are generalized from the Washington experience. They do not reflect an exhaustive review of the research or experiences of other states. [For the main report, "On Balance: Lessons in Effective Coordination from the Washington State Board for Community and Technical Colleges--An Organizational Perspective," see ED534114.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (171K)

Descriptors:
Foreign Countries; Research; Public Policy; Coordination; Governance; International Cooperation; International Programs; Economic Progress

Abstract:
Adopting the conception of the university as a primary driver of innovation and economic growth has brought increased pressure for the European Union (EU) to actively steer university-based research policy, despite its being outside of the EU's direct jurisdiction. While the open method of coordination (OMC) was developed for such situations, the complex nature of universities and research policy has meant that such steering does not stop with the OMC and occurs on multiple levels using a variety of governance tools. By mapping out the ways in which the EU uses legal, financial and informational instruments to coordinate policy and build institutions, the article attempts to understand the role and objective of the EU in this policy area in relation to national and other global actors. It suggests that despite strong globalising trends, the EU does more than to echo and promote these trends at the national and sub-national levels, but also attempts to structure the research environment in a complex heterogeneous way. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Economic Development; Urban Areas; Compulsory Education; Nonprofit Organizations; Rural Areas; Rural Education; Organizational Effectiveness; Organizational Development; Program Implementation; Educational Improvement; Educational Policy; Rural Development; Rural Urban Differences; Educational Development; Coordination

Abstract:
Due to imbalanced social and economic development, education in poverty-stricken rural areas in China is lagging behind that of urban areas. The current study explores the role of the nonprofit organizations (NPOs) involved in rural compulsory education promotion. Results show that the NPOs are providing a variety of programs to promote rural compulsory education, and the types of programs, as well as their implementation strategies and impact, are influenced by their registration statuses and background characteristics. Due to lack of coordination and skills, there still remain service gaps, and the quality of the existing programs is questionable. The article proposes strategies to strengthen the nonprofit sector's work in rural compulsory education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Safety; Child Health; Partnerships in Education; Federal Programs; Program Effectiveness; Program Implementation; Correlation; Schools; Participation; Coordination; Poverty; Models; Comprehensive Programs; Child Development; Substance Abuse; Prevention

Abstract:
A three-level growth-curve model was applied to estimate perceived impact growth trajectories, using multi-year data from project and school surveys on outcome and program implementation collected from 59 sites and approximately 1165 participating schools in the Safe Schools and Healthy Students Initiative. Primary interest is to determine whether and how project-level and school-level correlates affect schools' perceptions of the Initiative's effectiveness over time when the effects of the pre-grant environmental conditions, grant operations, and near-term outcomes are considered. Coordination and service integration, comprehensive programs and activities for early childhood development, and change in school involvement were found to be significant predictors of school-perceived overall impact when the effect of poverty was considered. Partnership functioning, perceived importance of school resources, and school involvement were found to be significant predictors of school-perceived impact on substance use prevention when the effect of poverty was considered. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Techniques; Coordination; Teaching Methods; Teaching Experience; Teacher Attitudes; Misconceptions; Classroom Environment; Teacher Student Relationship; Theory Practice Relationship; Beliefs; Teaching Styles; Family School Relationship; Teacher Responsibility

Abstract:
Teachers' classroom management practices are rooted in assumptions based on their experiences and perceptions. At times, these assumptions are only partially informed, and serve to limit action and perceived responsibility. In this article, five common "half-truths" that guide classroom management are discussed. For each, the basic premise is identified, along with the important relevant details, which are often overlooked. It is suggested that a more complete picture of each of these assumptions may reveal many management situations to be much more dynamic, with more options for action available. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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