ethanporcaro/eric-fulltext-meta huggingface dataset:
Multi-Tiered Systems of Support Preservice Residency: A Pilot Undergraduate Teacher Preparation Model
Author: Ross, Scott Warren
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Alternative Teacher Certification,Nontraditional Education,Case Studies,Pilot Projects,Undergraduate Students,Student Placement,General Education,Special Education,Majors (Students),Disadvantaged Schools,Behavior Modification,Response to Intervention,Program Effectiveness,Teacher Effectiveness,Interviews,Surveys

This case study examined the implementation of a novel nontraditional teacher preparation program, &quot;Multi-Tiered Systems of Support Preservice Residency Project&quot; (MTSS-PR). The two-year program placed general and special education composite undergraduate majors full time in high-need schools implementing evidence-based systems of behavioral (Positive Behavioral Interventions and Supports) and academic support (Response to Intervention). Project participants received substantial training and practice in Tier 1 core instruction, Tier 2 interventionist activities, and Tier 3 interventions for students with special needs. The effectiveness of the program was evaluated through a district-wide teacher appraisal, measuring teacher-delivered opportunities to respond, ratio of interactions, student engagement, and participant and principal interviews. Results indicated that the MTSS-PR participants not only outperformed other new teachers on the district appraisal, they also outperformed other veteran teachers. At the conclusion of the project, both the participating teachers and their principals scored the project high on a measure of social validity. Methodological limitations exist, however results of the case study have promising implications for teacher preparation that infuses residency-based models within evidence-based practice.
Editor and Section Editor's Perspective Article: A Look at the Danielson Framework for Teacher Evaluation
Author: Evans, Brian R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Evaluation Methods,Teacher Effectiveness,Alternative Teacher Certification,Accountability,Educational Quality,Teacher Attitudes,Knowledge Level

In this age of teacher accountability, school districts are increasingly interested in using the best possible methods in evaluating their teachers. This interest impacts new alternative certification teachers, as well as traditional teachers. An increasingly popular assessment is the Danielson Framework, which is a set of 22 components of instruction that measure teacher effectiveness under four domains: Planning and preparation, classroom environment, instruction, and professional responsibilities (Danielson, 2014a). In this article, the editor, section editor, and editor's graduate student give background on the Danielson Framework and interviewed 12 alternative certification teachers in New York City to understand the perceptions of new alternative certification teachers.
Social Index of Educational Effectiveness: A New Approach from the Perspective of Promoting Equity
Author: Leitão, Ulisses Azevedo
Date: 2015-05-04
Type: Journal Articles
Subjects: Educational Administration,School Effectiveness,Profiles,Equal Education,Benchmarking,Inclusion,Educational Research,Educational Policy,Accountability,Models,Context Effect,Definitions,Mathematics Achievement,Reading Achievement,Classification,Progress Monitoring,Achievement Gains,Language Proficiency,Longitudinal Studies,Elementary School Students,Portuguese,Foreign Countries

In this article, I propose an index, called the Social Index of Educational Effectiveness (SIEE), which allows the establishment of an objective criterion to define the school's profile concerning the promotion of educational equity. It makes it possible to differentiate schools with an &quot;inclusionary profile,&quot; (SIEE&gt;0), from those with an &quot;exclusionary profile,&quot; (SIEE&lt;0), depending on whether or not the school fosters educational inclusion, and therefore promoting social equity. I have analyzed 272 schools (N=11,732 students) of five urban contexts in Brazil and found behaviors markedly different for the two learning subjects; reading and mathematics, the mean SIEE yielding positive and negative values, respectively. I argue that the SIEE concept is relevant for the analysis of educational effectiveness and should be considered as such by educational researchers and policymakers.
Enhancing Practicum Supervision with Asynchronous and Synchronous Technologies
Author: Teo, Yiong Hwee
Date: 2015-00-00
Type: Journal Articles
Subjects: Practicum Supervision,Supervisory Methods,Asynchronous Communication,Synchronous Communication,Videoconferencing,Video Technology,Computer Software Evaluation,Information Technology,Comparative Analysis,Preservice Teacher Education,Field Experience Programs,Observation,Feedback (Response),Focus Groups,Classroom Observation Techniques,Likert Scales,Interviews,Administrator Attitudes,Teacher Attitudes,Student Teacher Attitudes,Preferences,Educational Technology,Foreign Countries,Surveys

Three video/web conferencing technologies (Pocket Camcorder, Skype, Adobe Connect) were used in regional schools in Australia to determine whether the technologies are appropriate for the needs of the university supervisor, trainee teachers and supervising teachers with regard to practicum teaching placements. Findings revealed that Pocket Camcorders gave good video quality and were very portable but had constraints of limited field of vision and poor sound quality. Skype and Adobe Connect are cross platform, offered good audio and video resolution and were the most appropriate technologies. However supervisors and users need to be aware of limitations. Implications are drawn for professional experience and pedagogy.
Perspectives on Inclusive Education with Reference to United Nations
Author: Sharma, Arvind
Date: 2015-00-00
Type: Journal Articles
Subjects: Inclusion,Children,Disabilities,International Organizations,Access to Education,Equal Education,Barriers,Data Collection,Disability Identification,Gender Issues,Females,Academic Accommodations (Disabilities),Assistive Technology,Teacher Education

This essay explores inclusive education and explains the role of United Nations for imparting it to different nations. Undoubtedly, the UN and the United Nations Children's Fund (UNICEF) strive for all children to have equitable access to education as a basic human right. The Convention on the Rights of the Child (CRC) combined with the Convention on the Rights of Persons with Disabilities (CRPD) form the heart of the international framework protecting children from education discrimination. While the UN system currently works towards achieving the EFA goals, it is also considering how to frame the post-2015 agenda. The &quot;Global Partnership on Children with Disabilities&quot; (GPCWD) launched in 2012 as a network advocating for the rights of children with disabilities in the new agenda, including the mainstreaming or inclusion of disability rights across all global child-related agendas but the transition from current schools to inclusive education systems is not easy. Integration without systemic changes in organization, teaching techniques, and learning strategies can actually cause greater levels of exclusion as children with diverse needs are forced into an unaccommodating system but programme like United Nations Girls' Education Initiative (UNGEI) committed to supporting equal gender access to education and reducing the gender gap in both primary and secondary education.
Teacher-Parent Interactions in Taiwan: A Qualitative Investigation of Teachers' Perspectives
Author: Wu, Pi-Ju
Date: 2015-00-00
Type: Journal Articles
Subjects: Interaction,Parent Teacher Cooperation,Qualitative Research,Teacher Attitudes,Questionnaires,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Teacher Surveys,Thematic Approach,Coding,Parent Role,Social Networks,Teacher Role,Preservice Teacher Education

Because the importance of parental involvement in education has been emphasized recently in Taiwan, the nature of teacher-parent interactions has changed. The current study describes teacher-parent interactions from teacher perspectives in grades 1-12 in Taiwan. Data were collected from 50 teachers using open-ended questionnaires. Thematic analysis was used to analyze the data. Nine themes regarding the experiences of teachers in their interactions with parents were identified, namely, initiative of interaction, cause of interaction, parental role, consideration before action, social network, action strategy, outcome of interaction, reflection on interaction, and suggestion for preservice teachers. Four important issues related to teacher-parent interactions are discussed further.
Spiral of Decline or &quot;Beacon of Hope&quot;: Stories of School Choice in a Dual Language School
Author: Pearson, Timothy
Date: 2015-03-09
Type: Journal Articles
Subjects: School Segregation,School Choice,Public Schools,Hispanic American Students,Disadvantaged Schools,Bilingual Schools,Case Studies,Elementary Schools,Parent Participation,Parents,Racial Bias,Critical Theory,Race,Social Theories,Story Telling,Parent Attitudes,Low Achievement,Scores,Personal Narratives,School Holding Power,Enrollment,Accountability,Bilingual Education,Social Justice,Interviews,Focus Groups,Surveys

Public schools in some areas of the U.S. are as segregated as they were prior to court-ordered busing, in part due to school choice policies that appear to exacerbate extant segregation. In particular, Latina/o students are increasingly isolated in schools characterized as being in cycles of decline. Our case study of one such school is based on a reanalysis of interview, focus group, and survey data from three research and evaluation projects. We constructed accounts of parents' decisions to leave and remain at Martinez Elementary, a segregated dual language school experiencing increases in Latina/o and low socio-economic student enrollment and decreasing statewide standardized test scores. Interpreting Latina/o and White parents' accounts through LatCrit theory, we sought to understand their choices to attend this school as counterstories that illustrate conflicting forces influencing Martinez, including high parent satisfaction and interest convergence between White and Latina/o parents. These stories depict a more hopeful account of a school resisting decline, yet only the adoption of managed school choice policies may be powerful enough to counter the school's segregation.
Reflection of Constructivist Theories in Current Educational Practice
Author: Juvova, Alena
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Theories,Constructivism (Learning),Teacher Student Relationship,Personality Traits,Cultural Capital,Teacher Role,Student Role,Teaching Methods,Teacher Education,Teacher Effectiveness

In this overview study, we would like to present the basic constructivist approaches that have affected or influenced the current concept of education. The teacher-student interaction is reflected by personality, psychological traits, attitudes and cultural capital of the participants of the educational process as well as the teacher's effort to mediate the didactic content to the students. Concerning the changing roles of the teacher and the student, which is followed by a concept based on pedagogical constructivism, it is also important to accept the need for adequate training of undergraduate teachers and further education of teachers in practice. The present discourse analysis will focus on the implementation of constructivist theory in educational theory and didactics.
The Role of Music in Speech Intelligibility of Learners with Post Lingual Hearing Impairment in Selected Units in Lusaka District
Author: Katongo, Emily Mwamba
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Speech,Comprehension,Pronunciation,Hearing Impairments,Deafness,Music Therapy,Outcomes of Treatment,Educational Strategies,Teaching Methods,Drills (Practice),Speech Therapy,Auditory Training,Pretests Posttests,Statistical Analysis,Imitation,Qualitative Research,Interviews,Observation

This study sought to establish the role of music in speech intelligibility of learners with Post Lingual Hearing Impairment (PLHI) and strategies teachers used to enhance speech intelligibility in learners with PLHI in selected special units for the deaf in Lusaka district. The study used a descriptive research design. Qualitative and quantitative research methods were used. A total of 100 respondents participated in the study. Simple random and purposeful sampling procedures were used to select respondents. The study found that music played a significant role in enhancing speech intelligibility as it motivated learners during speech drills. It also helped in clearing the vocal cord, facilitating verbal memory, widening vocabulary, improving word pronunciation and sentence construction leading to speech intelligibility acquisition. The study also identified several strategies that teachers used to help learners acquire speech intelligibility and these include use of total communication, encouraging lip reading, use of amplification devices among other techniques. On the basis of the study findings, it was recommended that; teachers should use music in speech training of learners with PLHI. The Ministry of Education Science Vocational training and Early Education (MESTVEE) need to modify classrooms with acoustically treated walls and fit amplification devices, speech mirrors and other necessary equipment specifically designed to meet educational needs.
Are Teachers Crucial for Academic Achievement? Finland Educational Success in a Comparative Perspective
Author: Andere, Eduardo
Date: 2015-03-30
Type: Journal Articles
Subjects: Foreign Countries,Teacher Role,Academic Achievement,Preservice Teacher Education,Standardized Tests,Achievement Tests,Teacher Effectiveness,Educational Quality,Comparative Education,International Organizations,Success,Outcomes of Education,Cultural Influences,Role of Education,Educational History,Equal Education,Teaching (Occupation),Case Studies

Teachers are seen as the main reason behind the high, equal, and consistent student performance in Finland as measured by the Programme for International Student Assessment (PISA), and there is a lot of truth in this. Candidates for teacher training programs are selected through a rigorous process, for example. However, using primarily the case of Finland, this paper seeks to show that factors beyond the quality of teachers are also involved in explaining high performance on international standardized tests by students around the world. The policy of attracting high-caliber students and providing high-quality preservice training, suggested by organizations such as the Organisation for Economic Cooperation and Development (OECD) and McKinsey &amp; Company, does not necessarily seem to be related to high student performance in all countries.
&quot;Making the Difficult Choice&quot;: Understanding Georgia's Test-Based Grade Retention Policy in Reading
Author: Huddleston, Andrew P.
Date: 2015-05-11
Type: Journal Articles
Subjects: Grade Repetition,State Policy,Reading Achievement,Elementary School Teachers,Elementary School Students,Grade 5,Teacher Attitudes,Parent Attitudes,Administrator Attitudes,Cultural Capital,Social Capital,Criterion Referenced Tests,Competence,Social Promotion,Scores,High Stakes Tests,State Standards,Qualitative Research,Case Studies,Reading Difficulties,Racial Differences,Ethnic Groups,Family Income,Intervention,Language Usage,Family Environment,Gender Differences,Interviews,Observation,Documentation,Content Analysis,Coding,Comparative Analysis,Federal Government,State Government,Local Government

The author uses Bourdieu's concepts of field, capital, and habitus to analyze how students, parents, teachers, and administrators are responding to Georgia's test-based grade retention policy in reading at one Georgia elementary school. In this multiple case study, the author interviewed, observed, and collected documents regarding ten fifth graders, their parents, teachers, and administrators. Within the field of test-based retention, the students and parents brought cultural, social, and economic capital that received little value, and they readily accepted that the Criterion-Referenced Competency Tests (CRCT) was trustworthy and retention was fair. However, believing that retaining students would ultimately reproduce the inequities the policy claimed to address, the teachers and administrators used an appeals procedure to ensure that retention was not based solely on test scores.
Impacts of Arizona's SB 1070 on Mexican American Students' Stress, School Attachment, and Grades
Author: Orozco, Richard
Date: 2015-04-13
Type: Journal Articles
Subjects: Mexican Americans,Racial Discrimination,Stress Variables,Student School Relationship,Attachment Behavior,Correlation,Spanish,Grades (Scholastic),Immigration,State Legislation,Models,Educational Experience,High School Students,Acculturation,Race,Ethnicity,Social Studies,Surveys,Measures (Individuals),Regression (Statistics),Student Attitudes,Statistical Analysis

Understanding the impacts of immigration legislation on Mexican ethnic students who are citizens of the United States is needed. This study investigates how passage of Arizona's antiimmigration law, SB 1070, in 2010 bears upon the schooling experiences of Mexican American high school students. Applying Meyer's Minority Stress Model as the theoretical foundation for this work, the authors ultimately explore, 1) whether perceived discrimination along with acculturation, racial phenotype, familiarity and stress associated with SB 1070 influence school grades, and 2) the effects of SB 1070 stress on the school attachment of Mexican American high school students. The authors find that perceived discrimination and skin color are both negatively related to grades, whereas maintaining Spanish is positively related to grades, and SB 1070 stress and its effects are dependent upon levels of perceived discrimination. Likewise, while the authors find no relation of SB 1070 stress to school attachment, they do find that this relationship is moderated by perceived discrimination such that school attachment decreases as stress associated with SB 1070 increases for individuals with lower perceived discrimination. For individuals with high levels of perceived discrimination, there is a positive association between school attachment and SB 1070 stress. By impacting their acculturative stress, Arizona's SB 1070 has further upset an already precarious schooling experience for Mexican American students.
A Study of Awareness of Cultural Heritage among the Teachers at University Level
Author: Srivastava, Savita
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Background,Social Change,College Faculty,Indians,Cultural Awareness,Values,Educational Policy,Cultural Maintenance,Consciousness Raising,Social Structure,Foreign Countries,Fine Arts,Performance,Art,Knowledge Level,Questionnaires

Cultural Heritage means to inherent and cultivate the cultural disinclinations from one generation to next generation. It is possible by education as well as following the traditional livelihood of ours; it is conducted formal/consciously or informal/unconsciously. One of the traits of education is to hand on the cultural values and behaviour pattern of the society to its young and potential members. By this, means society achieves a basic social conformity and ensures that traditional modes of life are preserved. This has been called the conservative function of education. Handing on tradition is bound at times to be in conflict with a desire to initiate change. When a society is changing slowly, the new elements of its culture can be more easily absorbed. However, the rapid changes in the industrial society in the changing scenario have led to much conflict between old and new habits of life and thought. Here there are two contradictory functions of education which are both necessary and it can be shown that there are conditions of society under which these can be reconciled. Hence in order to emphasize the need to link education and cultural heritage, its inheritance, preservation and cultivation, I decided to have a study of awareness of cultural heritage among the teachers at university level, so that we may have come to know that our teachers, formulating the &quot;Destiny of India&quot; (as stated by Education Commission, 1964-66, &quot;Destiny of India is being shaped into their classroom&quot;) are aware about the Indian culture, its heritage or not because teacher are at the core of education structure, policy, values and cultural heritage to inculcate these values among our educands. Heritage awareness is a crucial part of any heritage conservation and management. The creation of awareness is time-consuming and it requires commitment and local support. It is often the most recognizable component of a heritage management. One of the most effective ways to build and maintain respect for community's heritage is through a selection of activities that raise public awareness and increase appreciation. The success of heritage conservation initiatives depends on the understanding and participation of the local community.
Teachers' Engagement with Educational Research: Toward a Conceptual Framework for Locally-Based Interpretive Communities
Author: Anwaruddin, Sardar M.
Date: 2015-04-06
Type: Journal Articles
Subjects: Teacher Researchers,Educational Researchers,Educational Research,Theory Practice Relationship,Context Effect,Pedagogical Content Knowledge,Barriers,Praxis,Communities of Practice,Knowledge Management,Reader Text Relationship,Information Dissemination,Scholarship

In this article, I re-visit the gap between educational research and practice, by reviewing some initiatives that have been taken to bridge the gap. I argue that most of these initiatives do not pay due attention to local contexts of research use. They tend to focus more on the &quot;management&quot; of researchers' theoretical knowledge than on the &quot;generation&quot; of teachers' pedagogical knowledge. For the development of meaningful pedagogical knowledge, I recommend that teachers be provided with appropriate opportunities to engage directly with educational research. However, I note that such engagement with research is not without challenges and constraints. Borrowing from Denzin and Lincoln (2005), I discuss three challenges--of representation, legitimation, and praxis--to teachers' engagement with research. To overcome these challenges, I propose that teachers work as locally-based interpretive communities, in which they negotiate a communicative validity of research findings through dialogue with one another.