ethanporcaro/eric-fulltext-meta huggingface dataset:
Literacy and FLES. Connecting to the Common Core Learning Standards
Author: Martino, Al
Date: 2013-00-00
Type: Journal Articles
Subjects: Literacy,FLES,Second Language Instruction,Second Language Learning,Core Curriculum,Phonemic Awareness,Oral Language,Elementary School Students,Whole Language Approach,Teaching Methods,Teacher Role,Phoneme Grapheme Correspondence,Reading Comprehension,Health,Human Body,Clothing,Food,Vocabulary Development,Picture Books,State Standards

At present, Whole Language (WL) teachers DO teach reading as a part of their curriculum. However, the new common core learning standards set the stage for Foreign Language in Elementary Schools (FLES) teachers to take a more active role, if not lead the way in developing important reading skills in children. Although this new challenge may at first seem to be daunting, if not an impossible task, teachers will surely find activities which they may have used in the past which they may need to dust off, upgrade and/or change. This is an exciting and positive challenge for FLES teachers. With a new and more focused attention to the development of reading skills and connection to the core curriculum, this paper focuses on three important skill components: (1) aural/oral language development; (2) Phonemic awareness or connecting sounds to the written symbols; and (3) Comprehension or deriving meaning from the written symbols. This article explores ways in which educators can take these elements and make them an integral part of the core curriculum and a part of daily instruction.
Literacy at the Core of the Delaware World Language Immersion Programs
Author: Fulton-Archer, Lynn
Date: 2013-00-00
Type: Journal Articles
Subjects: FLES,Second Language Instruction,Second Language Learning,Language Teachers,Immersion Programs,Educational Planning,Literacy Education,Cooperation,Language Proficiency,Program Development,Core Curriculum,Statewide Planning,State Departments of Education,Elementary Secondary Education,Linguistic Input,Teaching Methods,Networks,Elementary School Teachers,State Standards

Certain aspects of the implementation of language immersion programs in Delaware are unique given the state's size, demographics, and role in national education initiatives including Race to the Top, Common Core, and Smarter Balance. The Delaware experience typifies what every state, district, or even school goes through as they try to provide students with more intensive, longer sequences of language learning that lead to high levels of proficiency. The state exports products to more than 160 different countries each year, cities across the state participate in 6 Sister City Partnerships, and Delaware regularly sponsors Trade Missions to locations including China, Germany, Italy, and even Pakistan. Residents in the state speak more than 80 languages combined. The Department of Education has Memoranda of Understanding in place with 9 different countries, and schools in 55% of the state's school districts have established international school partnerships. Keeping these things in mind, Delaware Governor Jack Markell envisioned the Governor's World Language Expansion Initiative. Through collaboration with the Delaware Department of Education, an aggressive world language education plan was crafted with multiple pathways for students K-12 to achieve advanced levels of proficiency by the time they graduate high school. The World Language Immersion Team works in close collaboration with the Education Associates for other content areas including math, science, and social studies to gain a deep understanding of the content of the Delaware Recommended Curriculum, the Common Core Standards, and their role in classrooms and instruction across the state. Collaboration with Education Associates for English Language Arts is also key in building a clear understanding of how to insure that literacy develops in two languages simultaneously. This article details the many aspects of the Governor's World Language Expansion Initiative and the Delaware World Language Immersion Programs, and how the state has made a concerted effort to put people and structures in place to support the growth and development of these programs.
Seven Reasons for the Highly Effective Teacher to Use Literature to Teach World Languages
Author: Gonzalez, Augusta
Date: 2013-00-00
Type: Journal Articles
Subjects: Literature,Teaching Methods,Second Language Instruction,Second Language Learning,Reading Comprehension,Vocabulary Development,Grammar,Bibliographies,Spanish,Cultural Awareness,Thematic Approach,Grade 8,Individualized Instruction

This article presents seven of the author's most compelling reasons for highly effective teachers to use literature in the classroom. They are: (1) As a hook to stimulate students; (2) To present culturally relevant material; (3) To thematically connect with different units and other subjects; (4) To improve reading comprehension and vocabulary; (5) To teach grammar in context; (6) To encourage oral communication; and (7) To differentiate according to student abilities. Activities are presented and literature examples provided are in Spanish, but the strategies described can be applied to any language. Also provided is a bibliography of the books mentioned in this article and a list of web resources.
Math Literacy through French Language Learning: Connecting with the Common Core in the Lower Elementary Grades
Author: Davis-Wiley, Patricia
Date: 2013-00-00
Type: Reports - Research
Subjects: French,Second Language Learning,Second Language Instruction,Mathematics Instruction,STEM Education,FLES,Elementary School Curriculum,Elementary School Teachers,Content Area Reading,Mathematics Achievement,Language Teachers,Teacher Student Relationship,Teaching Methods,Program Descriptions,Program Effectiveness,State Standards

Among the reported proven positive results of early world Language (WL) study are improved cognitive abilities and &quot;higher achievement test scores in reading and math&quot; (Stewart: 11), which are expected student performance outcomes for the Common Core Standards. The future viability of Foreign Language in Elementary Schools (FLES) programs, however, is fragile at best, in today's educational arena. FLES programs that have essentially concentrated their student performance expectations on basic communication skills and cultural content in the target language may therefore need to include a content-enriched STEM focus in order to seek and establish a viable presence in the elementary school curriculum. The authors of this paper suggest that proponents of FLES integration into the nation's schools need to identify disciplinary literacy as the common denominator connecting WL study and the other content subjects such as math, given the fact that, &quot;disciplinary literacy is embedded in the [Common Core] standards, and prominently featured in the new CCSS [Common Core State Standards].&quot; Current national trends inspired the authors of this paper to conduct the present research study that involved teaching math through French in grades 2-4 in a small, urban, community-based, highly-diverse elementary school in Knoxville, TN. (Zygouis-Coe: 35). The authors of the present article sought to investigate the following questions: (1) What is the impact of content-enriched French instruction on math skills in Grades 2-4 in a specifically math-enriched FLES program? (2) What is the level of student participation and interest during French instruction compared with regular math instruction? (3) What are the regular classroom teachers' perceptions of the impact of French instruction on the children? The results of this study help support the notion that FLES programs should be considered a core subject along with the traditional math, science, social science, language arts elementary school curricular litany so that they can serve as the Common Core Standards glue in connecting literacy across all content areas.
Mobbing Behaviour: Victims and the Affected
Author: Erturk, Abbas
Date: 2013-00-00
Type: Journal Articles
Subjects: Victims,Group Behavior,Elementary School Teachers,Elementary Schools,Administrators,Foreign Countries,Gender Differences,Work Environment,Stress Variables,Questionnaires

The purpose of this research was to identify the level of mobbing behaviour faced by teachers and managers working in primary schools, their responses to such behaviour and the difference in these responses according to the gender variable. The sample of the research consists of a total of 1,316 teachers and managers including 691 men and 625 women from 21 provinces of Turkey. The data collection instrument for the research was prepared by the researcher (except for the NAQ scale). The NAQ scale was used to identify the level of mobbing behaviour faced by teachers and managers. The frequency, cross-tab, chi-square, Varimax factor reversal and t-test techniques were used in the research. The results were tested at the level of p less than 0.05. Following the research, it was found that 4.1% of the teachers and managers working in primary schools faced mobbing behaviour every day and that the male teachers and managers encounter mobbing more than the female teachers and managers. In addition, it was revealed that two thirds of the men and one third of the women perceived mobbing behaviour as normal.
Turkish Adaptation of Technological Pedagogical Content Knowledge Survey for Elementary Teachers
Author: Kaya, Sibel
Date: 2013-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Elementary School Teachers,Teacher Surveys,Educational Technology,Technology Uses in Education,Foreign Countries,Factor Analysis,Preservice Teachers,Psychometrics,Likert Scales,Evaluation Methods,Student Teacher Attitudes,Program Validation,Teacher Competency Testing,Factor Structure,Construct Validity

The purpose of this study was to adapt the Technological Pedagogical Content Knowledge (TPACK) Survey developed by Schmidt and colleagues into Turkish and investigate its factor structure through exploratory and confirmatory factor analysis. The participants were 352 elementary pre-service teachers from three large universities in northwestern Turkey. For statistical analyses SPSS and LISREL programs were used. Cronbach Alpha reliability coefficients of subscales ranged between 0.77 and 0.88. Exploratory factor analysis results showed that the factor structure of the Turkish version of the survey was similar with the original version. According to the confirmatory factor analysis results, the goodness of fit indices indicated a good model fit. Based on the results, it was concluded that the TPACK Survey is appropriate for Turkish culture.
Effectiveness of Video Modelling in Training Students with Intellectual Disabilities to Greet People When They Meet
Author: Avcioglu, Hasan
Date: 2013-00-00
Type: Journal Articles
Subjects: Video Technology,Role Models,Mental Retardation,Interpersonal Relationship,Interpersonal Communication,Preadolescents,Special Education,Foreign Countries,Elementary School Students,Peer Influence,Interviews,Mothers,Parent Attitudes,Teacher Attitudes,Friendship,Peer Relationship

This practice aims to teach students who have intellectual disabilities how to greet people when they meet them. The purpose of this research is to see the effects of video modelling practice over the mental retarded students, when they meet people. In this research, teaching the social skills to the students with mental retardations were evaluated with the effectiveness of teaching with video modelling, model of multiple probe design between subjects from research models of single subject design. In this research four students, whose ages ranged from ten to eleven attending a special education class at a primary school in Ankara and who had intellectual disabilities were participated. The peers group consisted of 3 girls and 2 boys who studied at the same elementary school with the target students (all of them were 11 years old and continue their studied at 5th grade class). Research findings showed that using the video modelling in teaching students with intellectual disabilities help them to acquire the skill of greeting people and after gaining those skills they continued to use the skills and have shown that they continue to use in different situation and to different people. After the interviews done with the mothers and the teachers of the students about the results of teaching the skill of &quot;greeting when meet people&quot; through video modelling, it was seen that they were satisfied with these skills to have been taught to the students. They also expressed that the students had more interaction with their friends around them in much earlier time.
Semiotic Approach to the Analysis of Children's Drawings
Author: Turkcan, Burcin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Art,Freehand Drawing,Semiotics,Elementary School Students,Grade 3,Socioeconomic Status,Qualitative Research,Interviews

Semiotics, which is used for the analysis of a number of communication languages, helps describe the specific operational rules by determining the sub-systems included in the field it examines. Considering that art is a communication language, this approach could be used in analyzing children's products in art education. The present study aiming at examining primary school students' drawings with a semiotic approach was designed via the art-based research method, and the drawings were analyzed through the semiotic approach. The study was conducted in the primary school 3rd grade course of Visual Arts at two primary schools, one of which had students with lower socio-economic status, and the other had students with higher socio-economic status in the central town of Eskisehir in the spring term of 2010-2011 academic year. The study was carried out with a total of 26 students, and the participants were asked to draw a picture regarding a concept. The research data were collected via the students' drawings and via the clinical interviews held with the students regarding their drawings. At the end of the study, it was found out that the semiotic analysis conducted regarding the students' drawings was not only a tool that helped make psychological descriptions but also an approach that allowed following their mental development processes; that mostly the students attending the school from the lower socio-economic status used both the direct meanings of objects and their meanings based on reason-result relationships; and the symbolic meanings of objects were mostly favored by students attending the school from the higher socio-economic status. In this respect, the semiotic approach could be considered as an effective way to diversify the diagnostic techniques used both by educators and by parents to give meaning to students' inner-worlds and their viewpoints about the environment and to monitor their mental processes while analyzing students' drawings.
Lecturer-Student Communication in Blended Learning Environments
Author: Gecer, Aynur
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Communication,Blended Learning,Mathematics Instruction,Computer Assisted Instruction,Student Attitudes,Preservice Teachers,Mathematics Teachers,Satisfaction,Teacher Role,Teacher Responsibility,Student Role,Student Responsibility,Questionnaires,Mixed Methods Research,Case Studies

Blended learning is a flexible approach, which with developing technology, assists in the maintenance of education applications both in the face-to-face environment and on the web. The present study was conducted to determine the perceptions of students who took the Computer-Assisted Mathematics Instruction course about the roles and responsibilities of lecturers and students in blended learning (BL) environments; moreover it was aimed to reveal the student opinions about lecturer-student and student-student communication. The opinions of 4th grade mathematics teaching students were obtained using a semi-structured questionnaire containing open and close-ended questions developed by the researcher and a scale to assess the students' satisfaction with BL environments. The students stated their opinions about leadership, guidance and modeling roles of lecturers who gave lessons in BL environments. Engaging the students in the topic were cited among the responsibilities of lecturers. When their opinions about roles and responsibilities in BL environments were examined, it was observed that the students were aware of their responsibilities for their own learning; they were active and would research a topic; they had a questioning approach to their studies, and they worked hard.
Residence Time and Military Workplace Literacies
Author: Doe, Sue
Date: 2013-00-00
Type: Journal Articles
Subjects: Workplace Literacy,Veterans,Veterans Education,Models,Career Change,Transitional Programs,Military Service,Military Training,Organizational Culture,Taxonomy,Case Studies,Training Methods,Training Objectives,Military Personnel,Personnel Integration

Despite widespread interest in the reintegration of Post-9/11 military veterans into civilian life, the literacies of Post-9/11 veterans, both academic and professional, remain largely untheorized. This paper addresses this dearth of information by examining the induction processes and resulting workplace literacies of soldiers, airmen/women, sailors, and Marines. Examining two recent war memoirs, one by an enlisted soldier and another by an officer, we examine uses of language, particularly in terms of the way military values are inscribed during the period of induction yet also are subject to interaction with the service member&apos;s history and scripts prior to military service. We posit &quot;residence time&quot; as a theoretical approach for understanding veterans&apos; transition challenges. We hope that this model may be useful to higher education, civilian sector employers, and veterans themselves as the US draws down from the Post-9/11 wars and service members transition back into civilian sectors of society.
The Examination of Secondary Education Chemistry Curricula Published between 1957-2007 in Terms of the Dimensions of Rationale, Goals, and Subject-Matter
Author: Pekdag, Bulent
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Education,Science Curriculum,Chemistry,Qualitative Research,Course Content,Educational Objectives,Foreign Countries,Educational History,Curriculum Development,Goal Orientation,Teaching Methods,Scientific Concepts,Curriculum Research,Secondary School Science

Fifteen secondary education chemistry curricula published from 1957 until 2007 were examined based on the dimensions of rationale, goals, and subject matter. An examination of documents in the scope of qualitative research was carried out in the study. The goals included in the examined chemistry curricula were analyzed according to the cognitive, psychomotor, and affective domains. Subject matters were analyzed by example, concept or theory/model and in terms of the statuses of object, event, property, or semiotic representation. As a result, it was determined that chemistry education in Turkey had passed through six different periods in the fifty year process. It was determined that in setting down curriculum goals, a preference had been attached to the cognitive domain rather than to the psychomotor and affective domains. The number of elements of chemistry knowledge differed in the various periods. Some chemistry curricula were based on teaching chemistry with examples while some were based on teaching chemistry with concepts.
&quot;The Military Taught Me Something about Writing&quot;: How Student Veterans Complicate the Novice-to-Expert Continuum in First-Year Composition
Author: Hinton, Corrine
Date: 2013-00-00
Type: Journal Articles
Subjects: Veterans,Military Personnel,Veterans Education,Writing (Composition),Writing Instruction,College Students,Military Service,Student Attitudes,Prior Learning,Experience,Nontraditional Students,Interviews,Qualitative Research

In this article, I summarize an interview-based, qualitative research study conducted with ten Marine student veterans on their experiences with college composition courses, focusing particularly on the how the participants&apos; previous interactions with teaching, learning, and writing in the Marine Corps have impacted their perceptions and expectations of teaching, learning, and writing in the first-year composition classroom. Specifically, I focus on the way in which relevant conclusions from the study regarding Marine student veterans&apos; prior rhetorical knowledge and experiences complicate the novice-to-expert paradigm at work in many first-year composition courses. The piece concludes with suggestions for repurposing this paradigm to one that encourages faculty to make room for prior rhetorical knowledge while identifying areas where student veterans may need support.
Veterans as Adult Learners in Composition Courses
Author: Navarre Cleary, Michelle
Date: 2013-00-00
Type: Journal Articles
Subjects: Veterans,Veterans Education,Adult Education,Nontraditional Students,Writing Instruction,College Students,Postsecondary Education,Higher Education,Learning Readiness,Student Motivation,Student Characteristics,Experience

Considering veterans in the context of research on adult and nontraditional students in college writing classes, this article proposes Malcolm Knowles&apos;s six principles for adult learning as an asset-based heuristic for investigating how writing programs and writing teachers might build upon existing resources to support veteran students.
Writing with Veterans in a Community Writing Group
Author: Schell, Eileen E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Veterans,Writing (Composition),Literacy,Profiles,Military Service,Groups,Role,Misconceptions,Program Descriptions,Reflection,Writing Processes

This article provides an analysis of the growing phenomenon of community writing groups for military veterans. Drawing on the scholarship on literacy studies, community literacy, and veterans' writing groups, the author profiles three veterans' writing groups and provides strategies for starting up, conducting, and sustaining such groups. The article also addresses the common questions, assumptions, and public perceptions that are currently circulating about these groups and the possible role, function, and purpose of writing in veterans' lives.
Why Bother with the Scholarship of Teaching and Learning?
Author: Draeger, John
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Educational Strategies,Instructional Effectiveness,Institutional Characteristics,Faculty Development,Educational Practices,Instructional Innovation,Epistemology,Educational Change

This paper argues that the scholarship of teaching and learning (SoTL) matters on at least six interrelated levels. First, SoTL matters because learning matters, and SoTL can help students learn more effectively. Second, it offers professors the tools to more effectively share their disciplinary passions. Third, it offers faculty an avenue for continued intellectual growth. Fourth, SoTL can build strong cross-disciplinary communities that enliven the intellectual climate. Fifth, it can inform institutional policymaking. Finally, SoTL matters even when it does not directly transform institutional policy, because SoTL embodies a spirit of pedagogical innovation that enlivens the quest for learning and reminds us why it is worth pursuing.