ethanporcaro/eric-fulltext-meta huggingface dataset:
A Rheme of One's Own: How &quot;Original&quot; Do We Expect Students to Be?
Author: Johnson, Andrew
Date: 2005-00-00
Type: Journal Articles
Subjects: Plagiarism,Creativity,Undergraduate Students,Writing (Composition),Academic Discourse,Student Evaluation

Current discussions of plagiarism in the university have taken something of a criminological turn. At the same time, there is a tendency to focus on technological solutions. Against these trends, we argue that plagiarism remains, fundamentally, a philosophical and pedagogical issue for universities, related to understanding the meaning of originality and using sources for different disciplines. Toward this goal we place the notion of originality in its historical and disciplinary contexts, and question the view that it is a natural and universal quality of good writing. The practice of assessing undergraduate students on their ability to produce &quot;original&quot; texts depends on a notion of originality that is unstable and uncertain. We examine a sample of statements about originality given to students and explore the nature of the demands placed on student writers in the internationalised university.
Land and Discover! A Case Study Investigating the Cultural Context of Plagiarism
Author: Handa, Neera
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Plagiarism,Cultural Context,Case Studies,Foreign Students,Student Experience,Language Skills,Integrity,Comparative Analysis,Indians,Graduate Students,Orientation,Punishment,Undergraduate Students,Questionnaires,Qualitative Research

Despite a growing body of evidence, the common causal factors of plagiarism among international students are still widely seen to be poor language skills or a lack of academic integrity on the part of the students. This research uses the experiences of a particular cohort of students to explore these assumptions. It investigates and compares the notion of academic integrity and the understanding of plagiarism of both Indian postgraduate students who are currently studying in Australia and students currently studying at Indian universities. Postgraduate international students from India have studied in English at an undergraduate level in India and have a clear understanding of academic integrity in their own context. However their undergraduate experience occurs in a culturally different context to that of the Australian university system and they face the challenge of learning new academic conventions. This paper argues that students coming from different educational cultures require proper and explicit induction into the principles and philosophy behind many western academic conventions as different conventions of scholarship in the Australian education system can create unique difficulties for them. To accuse international students in general of a lack of integrity because they plagiarise or to blame only their lack of language skills for plagiarising seems to be arguable. Rather, the impact of transition from a different university culture without explicit academic skills orientation and instruction needs to be addressed. The paper also points towards the paradox of punishment in western universities where international students have to prove their integrity and innocence regarding the ethical principles of a new and foreign culture.
Using an Electronic Text-Matching Tool (Turnitin) to Detect Plagiarism in a New Zealand University
Author: Goddard, Robert
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Software,Plagiarism,College Faculty,Experience,Computer Uses in Education

This paper is concerned with reporting the experience and findings of staff using a commercially-available text-matching tool (Turnitin) to detect plagiarism in a university setting in New Zealand. The use of actual instances of plagiarism revealed through Turnitin in a teaching department is a departure from the more usual self-reporting methodology used in many plagiarism research papers. The paper concludes by asking questions of the implications for institutions, teaching staff and students.
Turnitin.com: Teachers' Perspectives of Anti-Plagiarism Software in Raising Issues of Educational Integrity
Author: Sutherland-Smith, Wendy
Date: 2005-00-00
Type: Journal Articles
Subjects: Plagiarism,Computer Software,Integrity,Teacher Attitudes,College Faculty,Case Studies,Usability,Foreign Countries,Interviews,Observation

Issues of academic plagiarism in educational institutions are often played out in the public arena. Media reports that &quot;scandals&quot; occur in universities where plagiarism has gone undetected, or unpunished can undermine public faith in the academic integrity of higher education. Antiplagiarism software has been successfully marketed to universities as a means through which to detect and deter plagiarism. One commercially available product, Turnitin, has been embraced and implemented in many educational settings around the globe. Although Turnitin has been heralded as an effective measure to combat plagiarism, little empirical research has been undertaken to examine user perceptions of its effectiveness. This paper details a site-specific case study which explores the perspectives of seven teachers across five faculties at South-Coast University about the effectiveness and usability of Turnitin. The findings indicate that Turnitin assists in detecting passages where text matches other sources. However, the software does not indicate whether plagiarism has occurred or not. That remains the decision of the teacher. Additionally, such software should not be considered a panacea for plagiarism. Students still require explicit teaching of the concept of textual attribution, often with subject-specific examples to understand acknowledgement conventions within academia.
Vocabulary Plus: Comprehensive Vocabulary Instruction for English Learners
Author: Frumkin, Rhoda
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English Language Learners,Second Language Instruction,Oral Reading,Interaction,Thematic Approach,State Standards,Core Curriculum,Teaching Methods,Student Motivation,Reading Material Selection,Content Area Reading,Visual Aids,Visual Stimuli,Instructional Materials,Textbooks,Reinforcement,Scaffolding (Teaching Technique)

&quot;Vocabulary Plus&quot; is an interactive strategy which links vocabulary development with content area learning for English learners. This strategy uses interactive read-alouds of thematically- connected informational text matched to the grade-appropriate state standards and content of core subjects. When using &quot;Vocabulary Plus&quot;, teachers choose motivating texts and use a tiered system of importance to select target vocabulary appropriate for both language and content area learning. They create graphic organizers and other visuals to illustrate relationships among target vocabulary words, and engage students in activities designed to reinforce and expand their understanding of target vocabulary.
Using Writing Projects in a High School Classroom to Support Students' Literacy Development and Foster Student Engagement
Author: Lawrence, Salika A.
Date: 2009-00-00
Type: Journal Articles
Subjects: High School Students,Student Projects,Writing Assignments,Literacy,Learner Engagement,Writing Instruction,Language Arts,Student Attitudes,Writing Processes,Instructional Effectiveness,Teaching Methods,Nonfiction

This article describes the process used by one high school teacher to incorporate writing into her classroom. The teacher made several modifications to her curriculum to provide her students with opportunities to engage in online research, and produce text for real-world audiences. The students' comments indicate that although they were initially apprehensive they were ultimately excited to work on the project. The writing project provided an opportunity for students to use English language arts skills and interact with various nonfiction texts.
How Social Bookmarking Can Help the 21st Century Teacher
Author: Gormley, Kathleen A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Computer Mediated Communication,Educational Technology,Web Sites,Web 2.0 Technologies,Indexing,Internet,Shared Resources and Services,Group Activities

Social bookmarking, as an important tool for connecting, organizing and retaining online information, is presented in this article. The authors demonstrate how they use diigo to communicate with others in their professional communities and groups as well as how they use this tool for developing their online libraries. Suggestions are offered for how social bookmarking can enhance classroom teaching and learning.
Evidence of Sway
Author: Chryst, Carolyn
Date: 2010-00-00
Type: Journal Articles
Subjects: Figurative Language,Preschool Teachers,Student Teacher Attitudes,Educational Attitudes,Student Experience,Learning Experience,Attitude Change,Resistance to Change,Cohort Analysis,Undergraduate Students,Content Analysis,Reflective Teaching,Teacher Education

This paper uses the metaphor of trees and their tendency to sway with the wind and grow new leaves and branches to represent teacher candidates as diverse learners who come to our classes with their own experiences and understandings. This collaborative research study analyzed a particular cohort of candidates' evidence of sway and how the sway influenced these candidates' ideas about teaching and learning. According to the data, we found most candidates showed signs of sway-subtle changes in their thinking. We propose that some candidates may resist swaying because it can feel disloyal to question, in an inquiring way, the ways you were taught.
&quot;Goin' for Broke&quot;: Reaping the Rewards of Teaching toward Cultural and Linguistic Diversity
Author: Haddix, Marcelle
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Achievement,Cultural Differences,English (Second Language),Second Language Learning,Conferences (Gatherings),Literacy Education,Cultural Background,Culturally Relevant Education,Teaching Methods,Classroom Environment,Language Variation,Language Attitudes,Language Minorities

This article is inspired by the author's keynote address delivered at the Central New York Reading Council Conference in Syracuse, New York, on February 6, 2010. The author calls for teachers to --&quot;go for broke?&quot;--to give their all--to ensure that the children they serve achieve academic success in their literacy classrooms. By capitalizing on the cultural and linguistic strengths that children bring to school and employing culturally relevant and responsive pedagogies, the author argues that teachers can create classroom spaces that make all children feel they belong and that provide opportunities for students to make strides in language and literacy learning.
Rethinking Vocabulary Instruction
Author: Bromley, Karen
Date: 2004-00-00
Type: Journal Articles
Subjects: Teaching Methods,Vocabulary Development,Guidelines,Childrens Literature,Web Sites,Self Evaluation (Individuals),Reading Fluency,Reading Comprehension,Teacher Attitudes,Best Practices,Schemata (Cognition),Metacognition,Educational Resources

This article briefly reviews the research on word learning and vocabulary teaching, provides a rationale for building a rich vocabulary and identifies nine guidelines for sound vocabulary instruction. Problematic classroom practices are highlighted and a &quot;best-practice&quot; vocabulary teacher is described. The article also includes a Vocabulary Self- Assessment tool for teachers and a list of resources; Professional Books, Children's Books that Focus on Vocabulary and Internet Sites for Building Students' Vocabulary.
Nine Ways to Use Visual Art as a Prewriting Strategy
Author: Press, Marlyn
Date: 2007-00-00
Type: Journal Articles
Subjects: Teaching Methods,Visual Arts,Prewriting,Vocabulary Development,Prior Learning,Learning Motivation,Language Fluency,Writing Instruction,Interdisciplinary Approach,Elementary School Students,Photography,Art Activities

This article looks at the use of art in developing students' prewriting ability. The activities, strategies, and objects used provide students with the background knowledge, motivation, vocabulary, structure, and fluency they need to compose and rehearse written pieces. The article describes research conducted on the effects of combining art with writing instruction. Finally, the article shows how various art activities and lessons help children develop strategies for improving their prewriting by providing a solid base of ideas and text structures at this initial stage.
Reading and Writing Connections Using Media: Addressing the Literacy Needs of Students in Intermediate and Middle Level Classrooms
Author: Falk-Ross, Francine
Date: 2009-00-00
Type: Journal Articles
Subjects: Literacy,Student Needs,Educational Practices,Media Literacy,Questioning Techniques,Technology Integration,Literary Criticism,Middle School Students,Intermediate Grades,Learning Experience,Multimedia Materials,Teacher Education Programs,Writing Strategies,Reading Strategies,Learning Activities

Students in intermediate and middle level grades are often caught up in the exciting visual images and auditory stimuli that are a part of all their everyday communication and learning experiences. As a group of students who are growing intellectually and socially in the midst of, and through, predominantly media messages, they require reading and writing activities that integrate these forms and support connections between their in and out of school experiences. Research indicates that media can be used to facilitate literacy learning. It is important for preservice and practicing teachers to consider the reasons and framework for including media in literacy activities, the forms and applications that are most productive for learning, and the processes for integrating media for reading and writing lessons. The purpose of this article is to provide insight into planning everyday literacy instruction using media forms.
Spelling Instruction in the Middle Years
Author: Scott, Ruth McQuirter
Date: 2004-00-00
Type: Journal Articles
Subjects: Spelling Instruction,Developmental Stages,Spelling,Teaching Methods,Writing Across the Curriculum,Correlation,Elementary School Students,Middle School Students

This article advocates continued attention to spelling in the middle years. Students need systematic spelling instruction from grades one through eight that is appropriate to the developmental stages of learning to spell. Teachers are encouraged to include both spelling patterns and spelling strategies in their spelling curriculum and provide links between the formal study of spelling and its application in writing contexts across the curriculum.
The Digital Divide: One Middle School Teacher Attempts to Connect with His Students in Online Literature Discussions
Author: Maples, Joellen
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Teacher Student Relationship,Computer Mediated Communication,Literary Criticism,Literature Appreciation,Synchronous Communication,Discourse Communities,Discourse Analysis,Group Discussion,Group Dynamics,Interviews,Role Perception,Facilitators (Individuals),Technology Uses in Education,Usability,Learning Processes,Teacher Attitudes,Student Attitudes,Reading Teachers,Grade 8,Qualitative Research,Instructional Effectiveness

This paper explores a middle school teacher's and his students' perceptions of the differences between online synchronous literature discussions and face-to-face literature discussions. Each member of this literature group participated in two face-to-face and two online literature discussions. Participants were interviewed twice to discuss their perceptions of both experiences. From these interviews, the following themes emerged: 1) Shifting Participation Roles, 2) Controlling the Discussion, and 3) Contending with Technological Obstacles to Discussion. The goal of this study is to help teachers who perceive the value of collaboration and social interaction in the learning process see the value of using computer based technologies in their classrooms.
Teaching with IRA in the Mwanza Region of Tanzania
Author: McDermott, Peter
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Teacher Attitudes,Constructivism (Learning),Questionnaires,Educational Change,Classroom Environment,Likert Scales,Literacy Education,Barriers,Futures (of Society),Teaching Experience,Reading Programs,Faculty Development,Program Descriptions,National Curriculum,Curriculum Development,Team Teaching,Collegiality,Elementary School Students,Learning Motivation,Reading Comprehension,Workshops,African Culture,Sex Role

This is a descriptive self-study of my experience participating in IRA's Diagnostic Teaching Project in Tanzania. The paper describes the teacher educators with whom I worked, their responses to IRA's curriculum, and what I learned about Tanzanian people, culture and education. Data are derived from a Likert survey, an open-item questionnaire, and my own observations in teaching a curriculum based on constructivist theory and classroom-based assessment. I found participants to be very receptive about the literacies theories and practices presented, and I describe some of the cultural challenges I faced while teaching there. Although there are enormous obstacles to educational reform in this beautiful country, with such motivated people as those I met in IRA's project, there is much hope for a better future.
How School Principals Can Foster Effective Literacy Instruction: A Ten-Step Plan
Author: Hinchman, Kathleen A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Literacy Education,Principals,Program Development,Program Implementation,Program Evaluation,Audits (Verification),Advisory Committees,Faculty Development,Technological Literacy,Literacy,Teaching Methods,Student Evaluation,Teamwork,Educational Planning

School principals can foster effective literacy instruction by orchestrating community collaboration in an ongoing cycle of literacy program development, implementation, evaluation, and revision outlined in this ten-step plan. The steps address forming a community advisory board, appointing a building literacy leader, forming a literacy team, conducting a literacy audit and purchasing materials, fostering professional development, and preparing a literacy plan for assessment-based literacy instruction suitable to developing all students' print and digital literacy.
Traditional and Innovative Approaches to Fluency Development: The Neglected Area of the Curriculum
Author: Rizopoulos, Lisa Anne
Date: 2004-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Instruction,Reading Strategies,Teaching Methods,Technology Integration,Instructional Innovation,Information Technology,Oral Reading,Theater Arts,Assistive Technology

In the past, fluency has been considered a neglected area of reading instruction, but it is unequivocally an essential component of an effective reading program. For children to develop into confident, fluent readers, they must be exposed to a variety of meaningful strategies that provide plenty of successful reading practice. Teachers that implement traditional approaches can complement their instruction with more innovative approaches to fluency development by integrating technology into the curriculum. These innovative, multisensory approaches to fluency development will encourage struggling and resistant readers to work on their fluency skills through the use of information and communication technology.
Improving Children's Writing: A Model for Parent Participation
Author: Guastello, E. Francine
Date: 2004-00-00
Type: Journal Articles
Subjects: Writing Improvement,Parent Participation,Experimental Groups,Writing Processes,Scoring Rubrics,Scores,Control Groups,State Standards,Writing Tests,Parents as Teachers,Elementary School Students,English,Language Arts,Interrater Reliability,Statistical Analysis,Models

This study examined the effects of parental training on students' writing scores. Six classes of fourth grade students from three schools were randomly assigned to three experimental and three control groups. Parents of the students in the experimental group attended training sessions and received instruction in the stages of the writing process and criteria used in an evaluation rubric. Through the five phases of the study, students in the experimental group received significantly higher writing scores (p&lt;0.05) than those in the control group as indicated by the criteria for passing on the New York State Standards. In addition, within the experimental group, significant incremental improvement (p&lt;0.05) was indicated through writing sample 1, 2, and 3.
&quot;The Dog Project:&quot; Implications for Instruction
Author: Robertson, Joanne Marie
Date: 2004-00-00
Type: Journal Articles
Subjects: Essays,Interaction,Interaction Process Analysis,Peer Relationship,Children,Self Efficacy,Teacher Student Relationship,Aptitude Treatment Interaction,Reading Motivation,Educational Environment,Social Environment,Literacy,Student Projects,Empathy,Learning Activities,Animals,Teaching Methods,Educational Practices

In this photo essay, I examine the social contexts of literacy development through an exploration of a unique organization called &quot;The Dog Project.&quot; In this descriptive narrative, I document the ways children's interactions with their peers, the instructors, and the dogs in the project fostered their sense of self-efficacy, their sustained engagement with texts, and their motivation to read and write. I draw implications for the establishment of kind, empathetic, and familiar learning environments in the early years of instruction.
Rediscovering Problem Solving in the Early Childhood Curriculum
Author: Bridge, Heather
Date: 2004-00-00
Type: Journal Articles
Subjects: Problem Solving,Early Childhood Education,Questionnaires,Faculty Development,Workshops,State Standards,Learning Theories,Story Reading,Literacy,Teaching Methods,Child Development,Teacher Role,Preschool Teachers,Preschool Children,Teacher Attitudes,Creativity,Childrens Literature

Questionnaire responses suggest although educators know the learning value of problem solving, they rarely use it. Twenty-one educators were introduced to learning through problem solving. They were read a story and asked to overcome an associated problem. The questionnaire assessed children's literacy learning through problem solving, and educators' frequency of using it. Educators recognized that learning was stimulated. However, few of them regularly used it. Reported reasons for this were organizational problems and pressure of State Learning Standards. To increase problem solving, it is recommended educators attend professional development workshops that focus on learning theory, problem-solving activity and meeting State Learning Standards.
&quot;It's the Fieldwork&quot;: A Reflective View of Supervised Fieldwork in a Graduate Literacy Program
Author: Cowan, Reva
Date: 2004-00-00
Type: Journal Articles
Subjects: Literacy,Graduate Students,Field Experience Programs,Student Teachers,Interviews,Theory Practice Relationship,Active Learning,Peer Influence,Cooperative Planning,Emergent Literacy,Scaffolding (Teaching Technique),Collegiality,Educational Opportunities,Teacher Education Programs,Early Childhood Education,Educational Practices

This article presents views of course-embedded fieldwork as a structure to facilitate connections between research and practice for teacher candidates in a graduate literacy program. Four major categories emerged from the group interview with the graduate students. Teacher candidates related that course-embedded fieldwork was valuable because it allowed them to apply research to practice, approach learning as an active endeavor, have the opportunity to learn from peers by seeing them at work, and have the opportunity to plan together. The data were collected in an emergent literacy class, but the implications for scaffolding teachers and collegial relationships range across the educational landscape.