ethanporcaro/eric-fulltext-meta huggingface dataset:
"Oh, Those Loud Black Girls!": A Phenomenological Study of Black Girls Talking with an Attitude
Author: Koonce, Jacqueline B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Phenomenology,Adolescents,African Americans,Racial Factors,Gender Differences,Student Behavior,Speech Communication,Afrocentrism,Feminism,Interviews,Resistance (Psychology),Identification (Psychology),Educational Environment,Racial Bias,Social Bias,Gender Bias

Current research suggests that it is imperative for researchers and educators to pay more attention to the needs of African American adolescent girls and how their race and gender affect schooling (Fordham, 1993; Morris, 2007). The purpose of this study was to highlight the lived experiences of two African American adolescent girls when they used the African American women's speech practice, "Talking with an Attitude" (TWA), with their teachers. Using phenomenology and Afrocentric feminist epistemology as methodological and theoretical approaches, interviews were used to collect and analyze data that revealed the nature of their lived experiences. Van Manen's description of selective highlighting of statements that point to themes was used as a means of analysis. The findings indicate that the girls reappropriated the use of TWA to resist what they perceived to be hostility and disrespect on the part of their teachers. (Contains 2 footnotes.)
Language, Literacy, and Culture: Aha! Moments in Personal and Sociopolitical Understanding
Author: Nieto, Sonia
Date: 2013-00-00
Type: Journal Articles
Subjects: Puerto Ricans,Immigrants,Language,Literacy,Culture,Perspective Taking,Sociocultural Patterns,Role of Education,Bilingual Education,Teaching Experience,School Culture,Positive Attitudes,Parent Student Relationship,Parent Participation,Language Role,Politics of Education,Social Justice,Teacher Role,Advocacy,Social Change

This article focuses on the intersections among language, literacy, and culture, and what these intersections have meant for the author personally, and what they can mean for students who have been marginalized, neglected, or made invisible by traditional understandings of the role of education. Although not linked conceptually in the past, the more recent tendency to connect language, literacy, and culture gives a richer picture of learning, especially for students whose identities are related to language, race, ethnicity, and immigrant status have traditionally had a low status in many societies. One result of this reconceptualization is that more education programs are reflecting and promoting a sociocultural perspective in language and literacy. Such a perspective is firmly rooted in an anthropological and sociological understanding of culture, a view of learning as socially constructed, and an understanding of how students from diverse segments of society experience schooling, due to differential access to literacy specifically, and to education more broadly. The context the author discusses in this article is grounded in her own experience as a Puerto Rican second-generation immigrant--also called &quot;Nuyorican&quot; or, more recently, &quot;Diasporican&quot;--in the United States, although the implications for teaching and learning go beyond her own limited experience. She is aware that multiple and conflicting ideas exist about these theoretical perspectives, but some basic tenets of sociocultural theory can serve as a platform for this article. Here, the author explores a number of these tenets, illustrating them with examples from her own experiences to demonstrate why a sociocultural perspective is invaluable in uncovering some of the tensions and dilemmas of schooling and diversity.
Activist Literacies: Teacher Research as Resistance to the &quot;Normal Curve&quot;
Author: Simon, Rob
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Elementary Education,Access to Education,Expectation,School Culture,Literacy,Researchers,Resistance (Psychology),Ideology,Standards

Teacher/practitioner research, with its emphasis on the intimate relationship between knowledge and teaching, can be a methodological basis for developing rich conceptions of literacy and alternative practices. Teacher researchers theorize from the thick of things, from actual educational contexts that they shape daily. This informs new practices and educational possibilities for students. Like disability studies, activist teacher research is concerned with the relationship between the built world and social identity and agency. Both frameworks challenge medical models for diagnosing and individuating identities, and emphasize how material structures and social practices stigmatize differences and curtail access to fuller human flourishing. These perspectives also suggest alternatives. As a methodological stance on classroom practice, practitioner research provides a framework for working against deficit notions of students' identities and literacy practices, and working toward re-envisioning the &quot;normal&quot; in classrooms as intersections of students' multiple worlds of culture, language, experience, and potential. In this article, the authors draw on their own work and the work of other literacy teacher researchers to describe three ways educators resist the normal curve through what they characterize as counter-practices. Drawing on disability studies, the authors analyze how these kinds of resistances characterize different but overlapping understandings of educational access with their own contradictions and possibilities. In their conclusion, the authors look across the examples to suggest how activist literacies involve challenging the ideological foundations of institutions and practices.
The Transformative Power of Youth Action Coalition's Multimodal Arts-for-Change Programming
Author: Turner, K. C. Nat
Date: 2013-00-00
Type: Journal Articles
Subjects: Youth Programs,Program Evaluation,Social Justice,Multiple Literacies,Self Esteem,Leaders,Identification (Psychology),Transformative Learning,Art Activities,Art Education,Student Participation,Adolescents

This article analyzes the potential of a series of Youth Action Coalition's (YAC) Arts-for-Change (AfC) youth programs for literacy and identity development, as well as for engaging youth in addressing issues of social justice. Drawing primarily on transcripts of interviews, surveys, and participant-observation fieldnotes inventorying changes in youth participants, the article identifies specific learning the participants ascribe to the AfC youth programming, including the development of critical multiliteracies, increased self-confidence and identities as leaders, as well as greater engagement with issues of social justice at the local, national and international level. The authors describe the aspects of curriculum and pedagogy common across the AfC programs and analyze the specific contribution of multimodal arts production to the benefits that participants identify from the AfC programs. This article draws on Cope and Kalantzis (2006) concepts of available designs, designing, and redesigning, to explain how the AfC youth are transformed through their involvement in YAC's Arts-for-Change programming.
The Arts to Encourage Multiple Perspectives and Promote Social Justice
Author: Pinhasi-Vittorio, Limor
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduate Students,Graduate Study,Aesthetic Education,Singing,Student Reaction,Individual Differences,Cooperation,Preservice Teachers,Teachers,Art Activities,Integrated Curriculum,Social Justice,Empathy,Imagination

This paper presents the use of the arts and aesthetic education in a graduate literacy course for in-service and pre-service teachers followed by a description of how one graduate student implemented her learned theory in the high school classroom in which she taught. The core theory of the paper follows the assumption that aesthetic education elicits the imagination, and thus encourages multiple ways of interpreting and learning text. As such, the article invites the readers to view imagination and aesthetic education as active steps in creating awareness toward empathy and promoting socially just classrooms and practices. In addition, this article describes the implementation of one graduate in-service teacher's learned knowledge of aesthetic education into her own high school English classroom in an attempt to raise awareness for social justice. (Contains 3 images.)
Activist Literacies: Validating Aboriginality through Visual and Literary Identity Texts
Author: Montero, M. Kristiina
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Activism,Indigenous Populations,Research Methodology,High School Students,Urban Schools,Artists,Residential Programs,Ethnocentrism,Self Expression,Art Activities,Emotional Response,Literary Devices

Framed at the intersection of activist and Indigenous research methodologies, this article explores the way two First Nations senior high school students made sense of their visual and literary identity texts (Cummins &amp; Early, 2011). An Ojibwe artist-in-residence at an urban secondary school in southwestern Ontario and a university-based researcher facilitated the creation of these texts, which helped students form concrete understandings of their life experiences as rooted in social, cultural, political, and historical understandings. Dialoguing about students' visual and literary identity texts proved to be an innovative and engaging way to explore what it means to place Aboriginal students' identities at the center of the curriculum. Insights into the students' experiences are detailed in terms of context, process, output, and impact. (Contains 4 figures and 6 footnotes.)
Embodied Discourse: Using Tableau to Explore Preservice Teachers' Reflections and Activist Stances
Author: Branscombe, Margaret
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Field Experience Programs,Video Technology,Photography,Elementary Education,Drama,Reflective Teaching,Intermode Differences,Learning Modalities,Theory Practice Relationship,Activism

In the context of an arts-integration course in an elementary education program, preservice teachers used tableaux (i.e. frozen scenes) to portray field experience moments in two ways: (1) as remembered events, and (2) as projected possibilities. Using video and photographs of the tableaux, we traced the students' enactment of activist stances and analyzed their positions within dramatic frames. Specifically we focused on the affordances of drama to the practice of reflecting and we also explored the use of tableau as a conduit for researchers' provocation of additional meaning through examinations from various multimodal approaches. (Contains 7 figures.)
Empowering Adolescents for Activist Literacies
Author: Humphrey, Sally L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Empowerment,Adolescents,Rhetoric,Semiotics,Secondary School Students,Action Research,Muslims,Persuasive Discourse,Activism

An essential requirement for supporting the activist literacies of adolescents is a critical understanding of the purposes, practices and roles of engaged citizens and of the linguistic and broader semiotic resources they deploy in response to their multi-layered contexts. Drawing on theories from social semiotic and rhetorical traditions as well as socio-culturally informed genre-based pedagogies, I discuss how teachers and adolescent learners have developed their knowledge of rhetoric and grammar from a close study of the texts of adolescent activists to inform their own activist literacies. (Contains 3 figures.)
Children's Literature as Tools of and for Activism: Reflections of JoLLE's inaugural Activist Literacies Conference
Author: Graff, Jennifer M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Childrens Literature,Role,Activism,Children,Adolescents,Conferences (Gatherings)

Inspired by her attendance at the inaugural JoLLE Activist Literacies conference, the author ruminates on the ways in which children's literature and activitist literacies are inextricably wed and manifested in myriad ways. References to a sampling of children's literature spanning genres and grade levels, websites, and affiliated articles provide opportunities for readers to further recognize how children's literature can be both tools of and for activist thought and action.
Launching Youth Activism with Award-Winning International Literature
Author: Forest, Danielle E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Justice,Awards,Content Analysis,Teacher Educators,Homeless People,Activism,Qualitative Research,Translation,Literature,Poverty,Consciousness Raising,Teaching Methods

Using qualitative content analysis, the authors explored depictions of activism in 35 international, translated titles receiving Mildred L. Batchelder Award and Honor commendations. Findings included identification of three social justice issues appearing in the texts: characters were challenged by poor living conditions or homelessness, labor exploitation, and lack of freedom. Further, the authors found a continuum of activism depictions ranging from selfless, collaborative activism to emerging activism. These findings suggest Batchelder books are useful sources for teachers and teacher educators interested in raising awareness of global social justice issues and engaging students in activism. Further, the study calls attention to a set of books little known to educators and includes recommendations for their use as launching points for activism. (Contains 2 tables.)
Discussing Picturebooks across Perceptual, Structural and Ideological Perspectives
Author: Youngs, Suzette
Date: 2013-00-00
Type: Journal Articles
Subjects: Classroom Communication,Discussion (Teaching Technique),History,Fiction,Picture Books,Intermode Differences,Learning Modalities,Multimedia Instruction,Grade 5,Elementary School Students,Literacy,Written Language,Semiotics

Classroom discussions of multimodal texts, in particular historical fiction picturebooks, offer an interpretive space where readers are positioned to construct meanings in transaction with the written language, visual images, and design elements created by authors, illustrators and publishers (Serafini & Ladd, 2008; Sipe, 1999). This study was designed to better understand how readers navigated the multimodal landscape of historical fiction picturebooks and constructed meanings in transaction with the various semiotic resources made available in these multimodal texts.
Where to from Here? Career Choices of Pre-Service Teachers Undertaking a Dual Early Childhood/Primary Qualification
Author: Nolan, Andrea
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Early Childhood Education,Elementary Education,Career Choice,Teacher Supply and Demand,Employment Opportunities,Employment Qualifications,Teacher Education Curriculum,Curriculum Design

Recent Australian government initiatives in the early childhood education and care sector are placing demands for an increase in the number of degree qualified early childhood teachers. Many universities are now offering courses with dual qualifications as a way to provide alternate career opportunities for pre-service teachers; however it cannot be assumed that an equal number of graduates will filter into both primary school and early childhood education jobs. This paper presents a study which examined the expected career choices of pre-service teachers from two Victorian universities who were undertaking a dual early childhood/primary qualification. The findings of the study have implications for teacher education curriculum design in relation to the practical components of courses. The authors therefore argue that more attention needs to be focused on the practical components of teacher training courses considering issues of quality and timing.
Cultivating Teachers' Morality and the Pedagogy of Emotional Rationality
Author: Kim, Minkang
Date: 2013-01-00
Type: Journal Articles
Subjects: Psychological Patterns,Teacher Attitudes,Ethics,Moral Development,Piagetian Theory,Systems Approach,Role Models,Teaching Methods,Cognitive Development,Emotional Response,Teacher Education,Literacy

Teachers are expected to act ethically and provide moral role models in performing their duties, even though teacher education has often relegated the cultivation of teachers' ethical awareness and moral development to the margins. When it is addressed, the main theoretical assumptions have relied heavily on the cognitivist developmental theories of Piaget and Kohlberg. A major pedagogical problem in adopting these theories of moral reasoning is that they may not help teachers to act as moral agents in real-life classrooms. This paper argues that one underlying difficulty is the insufficient attention given to the role of emotion in moral reasoning, even though it is increasingly accepted that rationality is laced with emotions and, moreover, emotions are crucial in brain functioning. This paper presents recent empirical findings, viewing them through the lens of dynamic systems theory, and discusses how they may help to inform and strengthen the cultivation of teachers' moral/ethical literacy in teacher education.
Do Pre-Service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-Efficacy
Author: Loreman, Tim
Date: 2013-01-00
Type: Journal Articles
Subjects: Disabilities,Inclusion,Knowledge Level,Self Efficacy,Teaching Experience,Preservice Teacher Education,Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Educational Policy,Comparative Analysis,Self Esteem,Demography,Predictor Variables,Measures (Individuals)

This paper reports the results of an international study examining pre-service teacher reports of teaching self-efficacy for inclusive education; principally focusing on the explanatory relationship between a scale designed to measure teaching self-efficacy in this area and key demographic variables within Canada, Australia, Hong Kong, and Indonesia. The study builds on earlier work by this research team on attitudes towards inclusion and offers a more comprehensive picture of pre-service teachers' preparedness to teach in inclusive classrooms. Data were collected from 380 pre-service teachers in four countries. Results indicated that strong international differences existed. Other factors impacting responses regarding teaching self-efficacy for inclusion include the type of teacher preparation program offered by the institution; variations in the level of knowledge about inclusion law and policy; previous interactions with people with disabilities; confidence levels in teaching people with disabilities; and, prior teaching experience and training in working with students with disabilities. Implications for ongoing development of international teacher preparation programs are discussed within the context of improving self-efficacy. (Contains 6 tables.)
The Effect of Creative Drama Method on Pre-Service Classroom Teachers' Writing Skills and Attitudes towards Writing
Author: Erdogan, Tolga
Date: 2013-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Drama,Teachers,Student Attitudes,Writing Skills,Teaching Methods,Writing Attitudes,Creativity,Preservice Teachers,Learning Activities,Writing Evaluation,Measures (Individuals),Foreign Countries

The aim of the study is to explore the effect of the creative drama method on pre-service classroom teachers' writing skills and attitudes towards writing. Additionally, the views of the pre-service teachers concerning the creative drama method were also investigated in the study. The participants of the study were 24 pre-service teachers studying at Karadeniz Technical University Fatih Faculty of Education. The participants were asked to write activities with using creative drama method. The design of the study is mixed in that it included both qualitative and quantitative methods of research. The writings of the participants at the beginning and end of the study were evaluated through &quot;Writing Skill Evaluation Form&quot;. Their attitude towards writing was analyzed through &quot;Writing Attitude Scale&quot; again at the beginning and end of the study. Interviews were conducted with the participants to reveal their views on the creative drama method. The findings of the study suggest that the creative drama method improved the participants' writing skills and attitudes towards writing. It is also found that the participants have positive views on the creative drama method. (Contains 6 tables.)
Transition between Primary and Secondary School: Why It Is Important and How It Can Be Supported
Author: Hanewald, Ria
Date: 2013-01-00
Type: Information Analyses
Subjects: Preservice Teacher Education,Teacher Educators,Elementary Secondary Education,Teachers,Transitional Programs,Teacher Student Relationship,Surveys,Questionnaires,Well Being,Teacher Role,Parent Role,Peer Relationship,Family School Relationship,Foreign Countries

This paper identifies and critiques literature on the experience of transition between primary and secondary school; how and why it is seen as critical and in what ways it can be supported. The aim of this literature review is to remind readers of this important period on the lives of young people and the diverse range of issues which they face. There is general consensus in the literature that well-designed and implemented transition approaches can assist in the process of supporting students, their families and school staff. Teachers are crucial in supporting children and young people moving in, between and out of school and making these transitions positive experiences. Therefore, pre-service teacher education needs to include awareness and understanding of the main issues in relation to transition. Teacher educators need to consider how they can incorporate transition programs and strategies in their courses to ensure that graduate teachers have the skills and knowledge to mediate some of the pressures that their students are facing when dealing with transitions. (Contains 1 figure.)
Working with Science Teachers to Transform the Opportunity Landscape for Regional and Rural Youth: A Qualitative Evaluation of the Science in Schools Program
Author: Sheehan, Grania R.
Date: 2013-01-00
Type: Journal Articles
Subjects: Discourse Communities,Foreign Countries,Science Teachers,Faculty Development,Rural Youth,College School Cooperation,Economically Disadvantaged,Rural Areas,Science Instruction,Educational Opportunities,Pedagogical Content Knowledge,Interviews,Secondary School Students,Secondary School Teachers,Academic Achievement,Science Achievement

This article reports on a qualitative evaluation of the Science in Schools program; a suite of science based activities delivered by staff of a regional university campus and designed to provide professional development for science teachers working in non-metropolitan schools in a socioeconomically disadvantaged region of Australia. The research identified a range of issues including: the influence of socioeconomic disadvantage and rurality on teachers' professional learning needs, and the importance of subject specific discourse communities and content knowledge for new and out-of-field teachers. Implications for the design and implementation of school-university partnerships are discussed. (Contains 1 figure and 2 tables.)