ethanporcaro/eric-fulltext-meta huggingface dataset:
Alternative Teacher Certification Students&apos; Motivations of Teaching
Author: Öztürk-Akar, Ebru
Date: 2019-11-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Student Motivation,Career Choice,Age Differences,Gender Differences,Family Work Relationship,Preservice Teachers,Job Security,Health Education,Physical Education,Mathematics Education,Majors (Students)

This study investigates the Alternative Certification Program (ACP) students' motivations to become teachers. Fit-Choice Scale is used. Sample of the study consists of 248 participants in three groups i.e. Health, Sports and Mathematics. Descriptive and inferential statistics, and content analysis are used to examine ACP students' reasons to want to become teachers, and to investigate differences regarding their primary career choices, age and gender. The results showed that social, intrinsic career and personal utility values are the highly rated motivation factors. Teaching is perceived as a highly skillful occupation and a high status profession by the ACP students. Relationships between ACP students' motivations and perceptions with their primary career choices, age and gender are identified. Health group had higher motivation for time for family, and Sports group had higher motivation for ability and job security. Mathematics group's motivation for job transferability, perception scores of salary and social status of teaching profession and career choice satisfaction were lower than the other groups. Yet their perception scores of difficulty was higher than the others. ACP students older than the mean age of 26 had higher scores of self-perceptions of ability, intrinsic career value, job transferability and work with children factors than their young classmates. Significant differences are observed between male and female participants' motivation of having time for family. Together with contrasting findings and particular similarities with the previous research, these relationships are used to conclude that ACP students themselves have different motivation patterns. Influence of sample characteristics and contextual features are also acknowledged.
Teachers&apos; Experiences in Responding to Students&apos; Exposure to Domestic Violence
Author: Davies, Samantha
Date: 2019-11-00
Type: Journal Articles
Subjects: Teaching Experience,Teacher Response,Family Violence,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Barriers,Teacher Characteristics,Trauma,Student Needs,Faculty Development,Child Abuse

Exposure to domestic violence in childhood can have long-term negative impacts on the social and emotional functioning and educational outcomes of children and adolescents. This study is the first known Australian research to examine teachers' experiences of supporting students exposed to domestic violence. Interviews with eleven primary and secondary school teachers revealed the substantial impact of students' domestic violence exposure on teachers, the need for support from other school staff, and the benefits of targeted professional development. Results suggest that there is a need for teacher training in relation to supporting students with exposure to domestic violence, better recognition of the impacts of students' exposure to domestic violence on teachers, changes to the way information is communicated with teachers, and improved protocols and policies to support teachers. Outcomes of this study can be used to inform future training and supports for teachers.
Journal Entries as Tools for Financial Statement Disclosure of Pension Reporting and Other Comprehensive Income
Author: Jackson, Robert E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Disclosure,Retirement Benefits,Income,Records (Forms),Money Management,Accounting,Business Administration Education

This instructional tool draws a linkage between the journal entries required to record the activity of a defined benefit pension plan and the disclosures required under authoritative guidance. The quarterly and year-end adjusting entries are presented and linked to the financial statements and supplemental financial disclosures. These entries directly tie to amounts reflected in those disclosures to provide a more comprehensive analysis of the reporting process. The resulting analysis is beneficial for the understanding of pension accounting and the reporting of accumulated other comprehensive income.
Educators Striking for a Better World: The Significance of Social Movement and Solidarity Unionisms
Author: Dyke, Erin
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Strikes,Unions,Activism,Teacher Participation,Social Change,African Americans,Equal Education,Teacher Role,Hispanic American Students,Economic Factors,Business

The last few decades have seen increasing attacks on educators' right to participate in formal unions. Given the all-time low of formal union power in the United States and the success of anti-union efforts (Shelton, 2017), how and why have the educator uprisings manifested so intensely in the last few years? This article draws, in part, on a larger interview study the authors conducted with more than two dozen organizers of the 2018 red-state strikes in West Virginia, Kentucky, Oklahoma, and Arizona. Interviews took place immediately after the strikes and, again, one year later. The authors draw on key examples from the red-state strikes, as well as historical studies of education labor, to offer two distinct yet overlapping lenses through which the resurgence of educator militancy might be understood. Their first lens centers the rise of social movement unionism in the last few decades in tension with the historical and ongoing predominance of (anti-union) professionalist orientations to the work of teaching (Peterson &amp; Charney, 1999). Their second lens centers the rise of rank-and-file-led solidarity associations--or what they term solidarity unionism. This approach exists in tension with business or service unionist approaches that privilege centralized, hierarchical leadership, and decision-making. Key examples are offered that illuminate these tensions and movements and suggest the importance of understanding the local and situated specificities of each struggle. Through mobilizing critical bifocality, the authors aim to understand how broader histories and political movements shape the terrain of local contemporary educator movements and vice versa.
Policies and People: A Review of Neoliberalism and Educational Technologies in P-12 Education Research
Author: Robinson, Bradley
Date: 2019-00-00
Type: Journal Articles
Subjects: Neoliberalism,Educational Policy,Educational Research,Elementary Secondary Education,Teacher Attitudes,Student Attitudes,Technology Integration

Neoliberal discourses have come to exert a powerful influence on contemporary education policies and practices across the globe, often in the form of such market-based reform measures as standardized assessment regimes, charter schools, and voucher programs. There is concern among some scholars that such neoliberal reforms rely heavily on information and communications technologies for their propagation and maintenance under the guise of educational technologies, or ed-tech. The purpose of this literature review is to examine educational research on the role that information and communications technologies have played in the neoliberalization of education across the globe. In particular, I describe how researchers have made the concept of neoliberalism intelligible by deploying it as a phenomenon for inquiry in relation to educational technologies. I argue that future inquiry must substantiate the broad claims about the effects of neoliberalized educational technologies by engaging more directly with those most affected: teachers and students.
Towards a Theory of Teacher Agency: Conceptualizing the Political Positions and Possibilities of Teacher Movements
Author: Karvelis, Noah
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Participation,Activism,Power Structure,Social Change,Political Issues,Teacher Empowerment,Social Justice,Teacher Strikes

In response to a need for increased engagement given the #RedForEd movement, this article draws upon my experience as an organizer and participant in the recent wave of teacher activism to provide implications for theories of teacher agency and political transformation. First, I conceptualize the Arizona #RedForEd movement's unique position beyond the state's logics of political power, considering the possibilities that such a position created for teacher-activists in Arizona. I then confront the decreasing power of the movement in order to demonstrate the need for increased theorizations of the reflexive capacities of institutionalized power structures to sustain oppositional education social movements. I consider the recent history of the RedForEd movement with the hope of forwarding renewed considerations of political transformation, power, and teacher agency, which can inform movements that challenge the hegemonic limits placed upon social-justice-oriented movement work.
In North Carolina, Education Activists Face an Uphill Battle
Author: Parmenter, Justin
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Education,State Policy,Educational Policy,Politics of Education,Educational Change,Activism,Advocacy,Accountability

Out of all the states that have struggled to provide a quality public education over the past decade, perhaps none have seen as precipitous a decline as North Carolina. Once seen as a regional model of progressive education policy, a succession of unfortunate occurrences has severely damaged the public education system. Activists now fight against difficult odds for the change students need most.
New Approaches to Literacy Problems: Multiliteracies and Inclusive Pedagogies
Author: Drewry, Rachel J.
Date: 2019-11-00
Type: Journal Articles
Subjects: Multiple Literacies,Literacy Education,Scaffolding (Teaching Technique),Learning Modalities,Inclusion,Foreign Countries,Elementary School Students,Grade 6,Computer Uses in Education

This paper is based on a qualitative study examining multiliteracies (New London Group, 1996, 2000) and inclusivity. Underpinned by a socio-cultural approach, the study examined ways to facilitate meaningful literacy learning for students experiencing challenges in print-based, classroom activities. Key to this research was an analysis of how scaffolding was used to bridge home and school communities. This paper focuses on one of the study's students, Hannah, who exhibited extensive engagement with multiliteracies at home--driven through the Arts (e.g. graphic design, singing and music). In contrast, Hannah's literacy experiences in the classroom were, at times, challenging and considerably different to those with which she engaged at home. Featuring iMovies and audiobooks, a multimodal literacy program connected the home and classroom, facilitating Hannah's exploration of multimodality. Findings call for open-ended, flexible approaches to literacy education and a reinvigoration of initial teacher programs, to support diversity and inclusion in literacy education.
Graduate School Preparation from the Ronald E. McNair Postbaccalaureate Achievement Program: A Systematic Review
Author: Renbarger, Rachel
Date: 2019-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,Equal Education,Higher Education,Graduate Study,Graduate Students,Access to Education,Barriers,At Risk Students,Federal Programs,Low Income Students,Student Personnel Services,Doctoral Programs,Program Effectiveness,Minority Group Students,Undergraduate Students

Underrepresented students attain a lower proportion of graduate degrees in the United States (US), demonstrating inequity in higher education. The Ronald E. McNair Postbaccalaureate Achievement Program has been providing underrepresented students with supports to increase their ability to attain a graduate degree. A systematic literature review identified that the Ronald E. McNair Post-baccalaureate Achievement Program promotes student growth in personal, social, and academic areas, as well as assist students enter graduate school. Few articles mentioned issues with the program but include students' difficulties with socialization and the transition into graduate school. Limitations of the collected studies and possibilities for future research examining this program are included.
Teaching Legal Studies in Business Degrees: A Review of a Method and its Practice
Author: Kraal, Diane
Date: 2019-11-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,College Students,Skill Development,Student Attitudes,Foreign Countries,Foreign Students,Asians,Value Judgment,Teacher Attitudes,Law Related Education,Business Administration Education

The legal studies teaching methodology IRAC (issue, rule, application, conclusion) is widely used in universities by both law and business schools. This paper examines the effectiveness of IRAC from a teaching perspective and its usefulness for business students. Data is generated from an Australian university case study using teacher interviews and a student survey. The findings suggest that, because of its flexibility and logical structure, the practice of IRAC has become normalised. However it is only effective if teachers disseminate these features consistently in their teaching. Students in the study understood the usefulness of IRAC for classwork, but encountered application difficulties in assessment tasks. Although the study sample is limited, legal studies teachers in other tertiary and secondary settings can benefit from the findings, and the recommendations that periodic reflection and greater collaborative efforts are required when using IRAC to progress students' legal studies skills.
&quot;That&apos;s What You What to do as a Teacher, Make a Difference, Let the Child Be, Have High Expectations&quot;: Stories of Becoming, Being and Unbecoming an Early Childhood Teacher
Author: Ciuciu, Jessica
Date: 2019-11-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Career Change,Foreign Countries,Teaching Experience,Faculty Mobility,Motivation,Teacher Welfare,Career Choice,Professional Identity,Professional Recognition,Teacher Morale,Preschool Teachers,Females,Child Care,Teaching Conditions

This article explores the experiences of four individuals who changed careers into early childhood teaching in Victoria, Australia and later left the profession. The study was conducted with a narrative inquiry approach and reveals insight into motivations for becoming an early childhood teacher (ECT), experiences of being an ECT and factors that lead to un-becoming an ECT. Participants were motivated by pragmatic reasons such as career advancement and family-work compatibility alongside intrinsic interest when becoming an ECT. They entered the profession eager to support children's learning and development. However, their experiences compromised their health and wellbeing and inhibited them from teaching as they envisioned. The findings of the study hold implications for policy makers, employers and higher education in effort to retain and sustain ECTs.
&quot;People, Not Profits&quot;: The Professional Organizations We Need
Author: Golden, Noah
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Associations,High Stakes Tests,Advocacy,Disadvantaged Youth,Performance Based Assessment,Activism,Conferences (Gatherings),Social Justice,Professional Autonomy,At Risk Students,Equal Education,Preservice Teachers,Teacher Educators,Graduate Students,Teacher Evaluation,Commercialization,Elementary Secondary Education

This article uses a scrapbook design to narrate the authors' experiences protesting the use of high-stakes performance assessments in teacher preparation programs by engaging in demonstrations during--and proposing policy at--the annual conventions of a large national teachers' organization. These narrations are used to raise questions about how professional education organizations define advocacy at a time when neoliberal education reforms limit educators' capacity to carry out our collective responsibilities to marginalized and vulnerable youth. The authors suggest that in the current political climate that has dehumanized youth, demoralized their teachers, and disempowered teacher educators, educators need professional organizations that explicitly name injustices associated with the reductive curricula and for-profit tests that are hindering local teachers' and teacher educators' responsiveness to learners and engagement with democratic processes. In response to these injustices, the authors argue that teachers' professional organizations must do far more to work boldly both against the de-professionalization of educators and toward a re-professionalization of educators that centers rather than marginalizes advocacy and activism.
Winning in Baltimore: The Story of How BMORE Put Racial Equity at the Center of Teacher Union Organizing
Author: Shiller, Jessica
Date: 2019-00-00
Type: Journal Articles
Subjects: Public School Teachers,Unions,Strikes,Activism,Educational Finance,Educational Equity (Finance),Racial Bias,Public Schools,State Aid,Teacher Salaries,Neoliberalism

Public school teachers around the country are engaged in strikes. They walked out of their classrooms and schools to gain attention from state legislators, and not just for better salaries and benefits for themselves (although most Americans agree that teachers need better pay). Teachers are calling attention to a sticky problem in American public education funding: long-term inequitable distribution of funding that predictably falls along racial lines. Maryland, just like every other state, faces this kind of inequity. For example, the state has consistently underfunded Baltimore City Public Schools (BCPSS) in violation of their constitutional definition of adequacy, upheld by the courts multiple times. The funding inequity dates back to the Jim Crow period, during which Blacks paid taxes in Maryland but received nothing in return to fund their schools. For many years, the Baltimore Teachers Union (BTU) argued for more funding and increased salaries for its members. It was so committed to the latter that it negotiated a contract that included merit pay. Neoliberal school reform advocates across the country hailed the 2010 contract that promoted school choice as &quot;progressive.&quot; However, many teachers were unhappy with this contract negotiation and thought it ignored many of the issues that were important to teachers. This discontent was not lost on a small group of teachers who decided to come together informally. They began by learning. They read common texts, visited union caucuses in other cities (e.g., Caucus of Rank and File Educators in Chicago), and regularly discussed their vision for Baltimore schools. Through this process, they built durable relationships with each other, reached out to others, and began to identify leaders among them. This group called themselves BMORE (Baltimore Movement of Rank and File Educators). [Co-written with the BMORE Caucus.]
Building Power through Racial Justice: Organizing the #BlackLivesMatterAtSchool Week of Action in K-12 and Beyond
Author: Morrison, Dana
Date: 2019-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Justice,Elementary Secondary Education,Social Change,African American Students,Unions,Activism,Higher Education,College Faculty

On October 16, 1963, author James Baldwin delivered his well-known &quot;A Talk to Teachers&quot; in which he argued that the United States was &quot;desperately menaced . . . from within&quot; (p. 325) by centuries of racialized cruelty. In his speech, Baldwin (1985) implored educators to &quot;go for broke&quot; (p. 325) in their attempts to address the racism operating not only in their classrooms but in the very fabric of U.S. society. Speaking at the height of the Civil Rights Movement, Baldwin addressed New York City teachers who witnessed the active desegregation of schools across the country and the ongoing fight for racial justice in voting, housing, and employment. Yet 56 years later, Baldwin's call to action is regrettably just as relevant to the modern educator. Our schools remain racially and economically segregated (EdBuild, 2019; Orfield, Frankenberg, Ee, &amp; Kuscera, 2014; Reardon &amp; Owens, 2014) and racial injustices permeate our contemporary sociopolitical reality (Edwards, Lee, &amp; Esposito, 2019; McKernan, Ratcliffe, Steuerle, &amp; Zhang, 2013; Nellis, 2016; Shapiro, Meschede, &amp; Osoro, 2013). Many educators in the current era, however, are breathing new life into Baldwin's charge that teachers commit themselves to fight for racial justice. In this essay, we highlight one important example of that fight, the Black Lives Matter at School National Week of Action. Entering its fourth year, we first contextualize this growing movement by discussing the historically problematic position held by teachers' unions on issues of race before situating the National Week of Action within the current wave of social justice unionism. We then share our work as organizers of the higher education outreach for the National Week of Action and call on higher education faculty members and unions to join the fight.
The Relationship between Simulation Strategies and Exit Exam Scores: A Correlational Assessment of Glo-Bus and Peregrine
Author: Bright, Candace Forbes
Date: 2019-00-00
Type: Journal Articles
Subjects: Simulation,Business Administration Education,Exit Examinations,Competence,Correlation,Undergraduate Students,Instructional Effectiveness,College Instruction,Scores

Simulations are used in business education to improve skill attainment and application. Exit examinations, however, remain imperative measures used for accreditation. This research assesses the relationships between skill sets across business students to test the hypothesis that competencies within and between Glo-Bus as a simulation and Peregrine as an exam positively correlate. We find that while all Peregrine competencies correlate, 11 of 36 possible correlations are present within the Glo-Bus competencies and 47 of 153 possible correlations are present between Glo-Bus and Peregrine competencies. Overall, Glo-Bus and Peregrine scores are weakly, positively correlated, r (157) = 0.242, p &lt; 0.01.
Operation Varsity Blues: Disguising the Legal Capital Exchanges and White Property Interests in Athletic Admissions
Author: Hextrum, Kirsten
Date: 2019-00-00
Type: Journal Articles
Subjects: College Admission,Deception,Ethics,College Athletics,College Students,Admission Criteria,Crime,Cultural Capital,Racial Bias,Social Bias,Whites,African American Students,White Students,Time,Clubs,Camps,Social Capital

&quot;Operation Varsity Blues&quot; (OVB) indicted coaches and administrators from eight universities for accepting bribes in exchange for admitting fraudulent athletes. As part of the conspiracy parents paid university officials to admit students with little-to-no sport experience as college athletes. Court filings in the case contrasted OVB to the legal process of athletic recruitment and admission in which universities set different criteria to admit those with athletic talent (Smith, 2019a). This conceptual article cautions against such a contrast. Using Harris' (1993) whiteness as property, Bourdieu's (2011) capital exchange theory, and findings from my research into athletic recruitment and admission, I examine how OVB closely resembles current athletic admissions practices that provide a legal pathway to college that privileges white, elite communities.