ethanporcaro/eric-fulltext-meta huggingface dataset:
There Is No Place Like Home: Teaching Refugee Children and Youth
Author: Petrón, Mary
Date: 2016-00-00
Type: Journal Articles
Subjects: Refugees,Culturally Relevant Education,Teaching Methods,Definitions,English Teachers,Teacher Attitudes,Social Bias,Literacy,English Language Learners,Bilingual Students,Reading Instruction,Writing Instruction,Teacher Student Relationship

The great number of refugees in the U.S. creates challenges for educators to determine the best ways to embrace refugee children and incorporate culturally and linguistically appropriate classroom practices to successfully meet their educational and emotional needs (Prior &amp; Niesz, 2013). This article aims to contribute to English teachers' understanding of refugee children and their unique strengths and challenges. The first section clarifies the definition of refugee and highlights the diversity of the refugee population. The second section explores pedagogical issues that English teachers who work with refugee students need to consider.
Legislative Update
Author: Kriese, Tracy
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Legislation,State Legislation,State Standards,Student Evaluation,Elementary Secondary Education,Federal Legislation,Educational Change,State Departments of Education,Accountability,Teacher Evaluation

The 2015-2016 year has been an especially busy one in Texas education. Teachers and other professionals had opportunities to participate in the revision of the English language and Spanish language arts and reading Texas Essential Knowledge and Skills (ELAR/SLAR TEKS), a process that is now nearing completion. As a result of several bills signed into law after the 84th Texas legislative session, changes were made in the areas of state assessment, the reporting of test results, and graduation policy. At the national level, the No Child Left Behind Act became the Every Student Succeeds Act, bringing about long-anticipated changes in the role of federal government in education.
Reading, Writing, and Community Activism: Literacy in the Lives of Three Transnational Youths
Author: Kincaid, Sandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Activism,Undocumented Immigrants,Community Involvement,Social Problems,Political Issues,Literacy Education,Identification (Psychology),Minority Groups,Social Justice,Reading,Writing (Composition),Motivation,Young Adults,Attitudes

This article draws on data from a qualitative research study that asked how six Latinos living in a southern state used literacy to enact, defend, and transform their identities as transnational youths in response to evolving social conditions they and their families encountered in the United States. In sharing the experiences of three participants, the authors demonstrate how the participants maintained their affiliation with the Latino community in part by using reading and writing to engage in community activism and highlight social and political issues facing Latino immigrants in the region where they lived. The authors conclude by discussing the implications of their research for English language arts teachers.
Writing with Ubuntu in Support of Refugee and Immigrant Youth
Author: Crandall, Bryan Ripley
Date: 2016-00-00
Type: Journal Articles
Subjects: Immigrants,Refugees,Summer Programs,Literacy Education,Teaching Methods,Teacher Student Relationship,Student Diversity,English Language Learners,Faculty Development,Youth Programs,Writing Instruction,Collaborative Writing

Begun as a formative experiment, the Connecticut Writing Project at Fairfield University offers Young Adult Literacy Labs for youth to write, including Ubuntu Academy--a program for immigrant and refugee students. This article highlights a public commitment to Ubuntu, a sense of community and human relations, while reflecting on what became possible when new spaces were designed to bring youth and teachers from urban, rural, and suburban school districts together to write. Teachers in a National Writing Project summer institute collaborate with youth in young literacy labs, while revisiting and rethinking their own writing instructional practices to meet the needs of diverse learners.
Appreciative Reflections of a Social Studies Teacher: Seeing History through Literacy Instruction
Author: Pohl, Bernardo
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Literacy Education,Content Area Reading,Critical Thinking,Interdisciplinary Approach,College Faculty,Teacher Attitudes,History Instruction,Learner Engagement,Preservice Teachers,Teacher Education Programs,Educational Trends,Trend Analysis,Primary Sources,Drama

Within the context of a first-person account of pedagogical growth, a social studies methods professor describes three pragmatic ways to bring literacy-based instruction into a history class. The three ideas are supported by current research on content-area and disciplinary literacy, and the rationales for increasing student engagement and critical thinking are offered. Additionally, classroom implementation tools are provided.
Utilizing Karaoke in the ESL Classroom: The Beatles
Author: Dalton, Colin
Date: 2015-00-00
Type: Journal Articles
Subjects: Singing,Teaching Methods,English (Second Language),Second Language Instruction,Language Skills,Second Language Learning,Music Activities,Multiple Intelligences,Vocabulary Development,Language Proficiency,Reading Skills,Elementary Secondary Education

Reading and singing song lyrics utilizing karaoke-style performances provides ESL teachers with an effective English language acquisition teaching tool. Singing the lyrics of popular songs provides ESL students with multiple exposures to essential foundational oral and written English vocabulary and grammatical structures. This practice develops students' familiarity with the pronunciation and spelling of high frequency sight words, thereby developing reading skills and oral language proficiency (Pinkerton, Van Horn, Hewitt, &amp; Dalton, 2015). Equally important, singing English song lyrics provides students with a new genre of English language material for lifelong learning and enjoyment. This article highlights karaoke-based lessons utilizing The Beatles songs--which contain clear, simple, and familiar lyrics--as beginning-level English language acquisition lessons. The article concludes with recommendations of additional Beatles song lyrics for use as supplemental texts in ESL classrooms. A lesson plan outline provides Texas-based teachers with relevant state curriculum (Texas Essential Knowledge and Skills), including incorporating elements of the English Language Proficiency Standards (ELPS).
Creating Safety in Schools for LGBT and Gender Non-Conforming Students
Author: Kolbe, S. Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: LGBTQ People,Bullying,Educational Environment,Social Bias,Social Discrimination,School Safety,Well Being,Student Needs,Teaching Methods,Faculty Development,School Policy,Inclusion

This article examines the problem of bullying LGBT youth and gender minority students in school. Harassment and bullying toward LGBT and gender minority youth take place on an international level, engendering concerns of mental and physical well-being of LGBT youth and gender minority students due to heteronormative pressure and lack of inclusion. Solutions include community education, school support, and spaces of safety for youth. Educators and students can employ various strategies to make schools safe and accepting to LGBT students.
Attention Deficit Hyperactivity Disorder: A Continuing Focus for Educators
Author: Lauzé, Erin Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Intervention,Clinical Diagnosis,Executive Function,Symptoms (Individual Disorders),Teacher Role,Family Role,Drug Therapy,Academic Accommodations (Disabilities),Peer Relationship,Rejection (Psychology),Parent Child Relationship,Barriers,Children,Students with Disabilities

Attention Deficit/Hyperactivity Disorder (ADHD) affects executive function and attention. Many children display ADHD-like symptoms. However, diagnosis requires at least six symptoms that interfere significantly with a child's life for a period of time. School and home can be greatly influenced by executive function deficits that characterize the disorder. A variety of interventions are needed at home and at school to support children with ADHD. Without appropriate interventions, they may have more difficulty coping with the long-term challenges in their lives.
Benefits of Mindfulness Training in Schools
Author: Cardinal, Hoanglan
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Well Being,Stress Management,Brain,Social Development,Emotional Development,Elementary School Students,Grade 4,Grade 5,Interpersonal Competence

Mindfulness training contributes to greater well-being in students who encounter challenges that cause stress. Ongoing stress can be detrimental and have negative impacts on the brain, which results in academic and social difficulties. Mindfulness training can help protect the developing brain from the negative effects of excessive stress, increase focus and attention, improve self-regulation, and develop positive social skills.
Indigenous Content in Curriculum: The Challenge
Author: Wilson, Penny
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Canada Natives,Dropouts,Barriers,Student Diversity,Curriculum,Teaching Methods,Culturally Relevant Education,Expertise,Textbooks,Instructional Materials,Indigenous Knowledge,At Risk Students,Program Development,Teacher Responsibility,Minority Group Teachers

Canada has legions of strong Indigenous voices, yet our educational system fails many of our Indigenous students. A comparison of Metis, First Nations and Inuit high school graduation rates to non-Indigenous students in Manitoba shows significant disparity. Reasons for leaving school are complex, and disengagement with education can generate adults vulnerable to low income realities. Broadly recurring challenges include diversity of Indigenous communities, communicating and understanding new curriculum, transitioning existing classroom practice, authenticity of presenters, necessity of expert knowledge, problematic textbooks, meaningfully incorporated material, assigning value to Indigenous programming, and navigating a multicultural framework. Evolving education to include Indigenous perspective better serves all students and our larger society.
The Importance of Accountability in Teacher Learning
Author: White, Landon
Date: 2020-00-00
Type: Journal Articles
Subjects: Accountability,Faculty Development,Teacher Improvement,Teacher Competencies,Teacher Role,Administrator Role,Government Role

It has been suggested that the best way to improve student learning is to improve teacher practice. In order to do so, all levels of the educational system must accept accountability for teacher learning. Teachers have a responsibility to improve their practice, administrators have a responsibility to create an environment that fosters growth, and government has a responsibility to offer quality material and learning experiences. Fulfilling these expectations will improve results for schools, teachers, and students alike.
Middle Years Bullying: Theories and Solutions
Author: Langlois, Riel
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Early Adolescents,Bullying,Foreign Countries,Program Effectiveness,Intervention,Social Status,Positive Reinforcement,Peer Relationship,Resilience (Psychology),Victims

Bullying in middle school can be understood through the lens of the evolutionary theory. This theory views bullying behaviours as aspects of a drive for power and status, dark facets of charisma and leadership. In this light, we seek to channel these natural instincts into more positive outlets, giving &quot;bullies&quot; -- and all students -- more and broader opportunities to hold power and status within the school that do not come at the expense of others; the Meaningful Roles intervention is part of this solution strategy.
Blending Informational Texts and Readers Theatre to Promote Authentic Inquiry
Author: Coombs, Dawan
Date: 2014-00-00
Type: Journal Articles
Subjects: Nonfiction,Expository Writing,Theater Arts,Inquiry,Teaching Methods,Literary Criticism,Class Activities,Active Learning,Student Research,Feedback (Response)

Learning with informational texts doesn't need to be restricted to the recall of information and facts; instead, challenging students to interpret and present their findings in the form of readers theatre performances requires the application of synthesis and analysis skills. This article frames informational texts and readers theatre as complimentary approaches that, when used together, address the demands of the reading, presenting, and writing standards of 21st century English language arts classrooms while also providing opportunities for students to write creativity. Through an example based on a student-directed inquiry of the 1911 Triangle Shirtwaist Factory Fire, the authors present an in-depth discussion exploring how teachers can invite students to critically informational text sets, synthesize findings, and write their own expository and narrative readers theatre scripts that convey their findings. Using informational texts to explore questions associated with literature and inviting students to present their ideas through readers theatre productions offers a new and innovative way to engage students in critical analysis of informational texts as well as the kinds of writing demanded by the standards.
Digital Conversations: Taking Reader Response into the 21st Century
Author: Myers, Joy
Date: 2014-00-00
Type: Journal Articles
Subjects: Reader Response,Technology Uses in Education,Middle School Students,English Instruction,Electronic Publishing,Web Sites,Self Esteem,Grade 6,Learner Engagement,Critical Thinking,Technological Literacy,Action Research,Computer Mediated Communication,Literary Criticism,Class Activities

This study focused on understanding the impact of incorporating digital reader response into a middle school literature class. Through interviews and the use of artifacts, a classroom teacher documented how altering the way students wrote about their readings shaped the quality and quantity of their writing. Outcomes reveal that blogging during class led to increased student confidence, multiple interpretations of text, and students taking a critical stance.
Hitting the Right &quot;Note&quot;: Using Music to Promote Fluency Skills for Dyslexic Students
Author: Piligrim, Jodi
Date: 2015-00-00
Type: Journal Articles
Subjects: Music Education,Dyslexia,Reading Research,Reading Fluency,Reading Comprehension,Teaching Methods,Reading Difficulties,Interdisciplinary Approach,Singing,Audio Equipment,Web Sites,Literacy Education,Student Motivation,English Instruction

Just as theory is important in music education, it is important in reading education. Theory backs the practice. In reading research, fluency is an important skill required of readers (Rasinski, 2012; National Institute of Child Health and Human Development, 2000; Texas Education Agency, 2014). Fluency--defined as the ability to read accurately, quickly, expressively, with good phrasing, and with good comprehension (Rasinski, 2012)--is the bridge between decoding words and comprehending text (Reading Rockets, 2012). Dyslexic readers often lack adequate fluency skills, as they may stumble over words or make frequent reading errors (Texas Scottish Rite Hospital for Children, 2014). The intent of this article is to describe how teachers can help struggling readers improve fluency skills by providing them with opportunities to integrate reading and music, a tool which has the potential to motivate student learning (Register, 2001).
&quot;Sense and Sensibility&quot; and the Spaces In-Between: Critical Improvisations with Jane Austen
Author: Murray, Beth
Date: 2014-00-00
Type: Journal Articles
Subjects: Creative Activities,Teaching Methods,Novels,English Literature,Theater Arts,English Instruction,Difficulty Level,Prior Learning,Role Playing,Student Attitudes,Self Esteem,Criticism,Inquiry,Females,Critical Theory

Using Jane Austen's &quot;Sense and Sensibility&quot; as an anchor text, the authors argue for applied theatre strategies as vivid and viable tools for exploring challenging texts and applying critical lenses in an embodied way. Readers are guided through a series of theatre-based, English-classroom accessible improvisational frameworks to help students and teachers penetrate important but challenging texts with a sense of agency. These research-based frameworks foster artistic explorations of prior knowledge, enliven the idea of multiple perspectives through role-taking, connect past and present through games and simulation to humanize/personalize the &quot;antique text&quot; by honoring present-day text generation through theatre. In using applied theatre to help students open and embody ideas and perspectives, accessibility increases alongside students' belief in their own rights and abilities to speak back to a canonical text in a complex, inquiry-driven context. Enlivening a critical lens through theatre short-circuits the potential for &quot;critical&quot; being code for a distanced &quot;critic&quot; creating a &quot;critique,&quot; aiming instead for a space of sharp-edged, shared inquiry.
Literacy, Poetry, and the Arts: Listening to the Sound of Your Soul
Author: Zachary, Susan F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Literacy,Poetry,Visual Arts,Theater Arts,Art Education,Literacy Education,Dance,Music,Teaching Methods,Figurative Language,Intonation,Speeches,Public Officials,Comparative Analysis,Literary Styles,English Teachers,Teacher Attitudes,Units of Study

Incorporating the arts into the classroom through the study of poetry and writing can improve literacy with the connection to the lyrical movement of dance, music, and art. Through the arts, teachers can guide students in exploring figurative language, tone, rhythm, and imagery as it pertains to the arts and its relationship to the voice and passion of the writer. Using Patrick Henry's &quot;Speech to the House of Commons,&quot; we compare the movement of words across the page to the movement of dance or a work of art. Using different types of poetry, including Keats's &quot;La Belle Dame Sans Merci&quot; and T.S. Eliot's &quot;The Naming of Cats,&quot; we explore how performing and visual arts can make those connections that bridge the gap in students' understanding of figurative language, tone, and symbolism. Finally, as educators, we look at our responsibility of instilling in our students the importance of literacy. We must encourage our students to find their passion in life, and incorporating the arts in our classrooms through music, art, dance--through words--is one avenue in making this generation's students true learners for life.
Beyond Belle Lettres: Using Music to Develop Forensic Argumentation
Author: Hays, Karen A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Music,Teaching Methods,Debate,Persuasive Discourse,Literacy Education,Thinking Skills,Skill Development,Listening Skills,Communication Skills,Reading Skills,Writing Skills,Instructional Effectiveness,Learner Engagement,Metacognition,Multiple Literacies,Middle School Students

Finding a platform to anchor learning for struggling adolescent students whose backgrounds seemingly did not provide links to core knowledge, led the author to use music and literary instruction adapted through the conventions of forensics instruction as the hooks to link learning. In this article, the author explains how the universal language of music, literary concepts, and the canon of forensic argumentation were used to develop student thinking, listening, speaking, reading, and writing skills. The author discovered that these methods not only created engagement, but they also built background knowledge and created a cathexis between students and learning and ultimately led to student proficiency.
Reading to the Rhythm: Integrating Music into Literacy Instruction
Author: Stufft, Carolyn J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Music,Literacy Education,Teaching Methods,Educational Benefits,Music Education,English,Language Arts,Correlation,Middle School Students,Reading Comprehension,Writing Skills,English Literature,Singing,Reading Lists

As a result of high-stakes testing pressure and financial strain within schools, fine arts programs continue to be cut from K-12 education. While research indicates the benefits of music related to learning, brain development, and reading (Kraus, Hornickel, Strait, Slater, &amp; Thompson, 2014), many students do not receive instruction in the fine arts. Language arts teachers are in a unique position to incorporate fine arts in their classroom as a way to facilitate student learning in light of research emphasizing the link between music and literacy. As we consider the 50th anniversary of &quot;English in Texas,&quot; it is fitting to reflect on the ways that the music of yesterday and today is part of literacy instruction. In this article, the author presents examples of ways to use music in a middle school classroom to support reading comprehension and to facilitate writing.
Building Writer Confidence through Music: A Journey through the Words &amp; Music Program
Author: Rodriguez, Regina Chanel
Date: 2015-00-00
Type: Journal Articles
Subjects: Music Education,Writing Instruction,Music Activities,Musical Composition,Writing (Composition),English Teachers,Secondary School Students,Grade 9,Self Esteem,Writing Processes,Creative Writing

Music is often regarded as a thing of the creative realm, something that sits to the side of the main core subjects, but music in the classroom shows music can be much more than a complement to a poetry unit. The author's journey through the Country Music Hall of Fame's Words &amp; Music program revealed that delving into the world of songwriting can encourage novice writers' confidence and provide a valuable opportunity for students to learn how to build a quality piece of writing from freewriting sessions. This article shares the insights and experiences of an English teacher and her ninth grade classroom when they participated in Words &amp; Music.
Teaching English POWERFULLY: Four Challenges
Author: Morrell, Ernest
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Arts,Teacher Student Relationship,Reader Text Relationship,Reading Instruction,English Teachers,Decoding (Reading),Reading Comprehension,Reading Skills,Multimedia Materials,Social Action,Student Centered Learning

In this article Ernest Morrell argues that while it is right and important to focus on contemporary literacies, it would be erroneous to assume that digital tools are the real essence of any powerful classroom interaction. No matter what technological innovations arise, the core classroom transactions are between teachers and students, students and students, and students and the texts that they consume and create. Educators still, therefore, need to explicitly define their principles of powerful English along these lines. This short article offers four challenges around which the practice of powerful English teaching in the 21st century can be conceptualized.
Teacher Diversity and the Role of the Principal
Author: Dyson, Ashley Robert
Date: 2020-00-00
Type: Journal Articles
Subjects: Diversity (Faculty),Administrator Role,Principals,Teacher Recruitment,School Culture,Educational Policy

The population of Manitoba has become significantly more diverse in recent years. However, this diversity is not reflected in the teacher workforce. What factors contribute to this incomplete representation of our society? This article examines the most current Canadian data available for the school and teacher populations. The established benefits to students of a diverse teacher population are reviewed. There is also an analysis of the research on the role of policy and the principal in critical hiring decisions.