ethanporcaro/eric-fulltext-meta huggingface dataset:
The New Bibliophobes
Author: Bauerlein, Mark
Date: 2010-00-00
Type: Journal Articles
Subjects: Job Performance,English Teachers,High School Seniors,Recreational Reading,Surveys,Books,Adolescents,Reading Habits,Academic Achievement

English teachers have always had a hard time getting kids to read books, but in recent years the problem has spread and taken new directions. The rejection of books by teens and young adults has become a common feature. One by one, recent studies and surveys have charted the decline. With the advent of the Digital Age, teens have more diversions at hand than they did before. A &quot;USA Today&quot; blog on &quot;Generation Next&quot; states that today's young people don't suffer from illiteracy; they just suffer from e-literacy. E-literacy is the new virtue, the intellectual feat of the rising generation. E-literacy derives not from bibliophobia, but from the miraculous and evolving advent of digital technology, the Information Age, and the Electronic Word. The more young adults master the practices of digital life, the better they succeed. However, if the young have acquired so much digital proficiency, and if digital technology exercises their intellectual faculties so well, then why haven't knowledge and skill levels risen accordingly? Digital habits have mushroomed, and kids read and write more words than ever before, but reading scores for high school seniors have been flat since the 1970s and down since the early 1990s. The author argues that, until there is an evidence from colleges and workplaces that digital habits do, in fact, yield better academic and job performance, let people hold off on proclaiming the allure of the screen and the end of the book.
Gen Y: Who They Are and How They Learn
Author: Black, Alison
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Pilot Projects,Age Groups,Higher Education,College Faculty,Information Technology,Evaluation,Educational Change,Technology Uses in Education,Educational Technology,Computer Uses in Education,Teaching Methods

Each generation seems to lament the characteristics of the generations that follow. Today, however, with a student population unique in traits that impact teaching and learning, differences between teacher and learner generations must be recognized, analyzed, and addressed if faculty in higher education are to meet the needs of students. In spring 2008, as part of a Faculty Leadership Pilot Program, the author interviewed a number of key administrative personnel throughout her college and attended a variety of meetings. A common concern heard was the changing nature of today's students and the growing challenges of meeting their needs. In an attempt to determine if and how students are different, the author began to consider her own teaching experiences of the past twenty years; she spoke with faculty and administration and read the growing body of literature regarding today's students. This article is a result of her findings regarding the characteristics of today's students, with a focus on how they use information and learn. Defined here as those born between the years 1981 and 2001 and numbering more than seventy-six million, college students today are proficient in technology and communicate more continually with their parents. They are often seen as the "everyone gets a trophy" (or an "A") generation. Following upon the heels of Generation X, this new generation has been called Generation Y, Gen Y, or Millennials. (Contains 2 tables.)
Complicating &quot;Whiteness&quot; and Other Markers of Difference in Suburbia: The Case of Miller High, 1985-2000
Author: Eick, Caroline
Date: 2010-00-00
Type: Journal Articles
Subjects: Suburban Schools,High Schools,Ethnography,Social Influences,Oral History,Immigrants,African American Students,Peer Groups,Jews,Ethnic Groups,Race,Racial Attitudes,Cultural Background,Racial Integration,Racial Relations,Peer Relationship,Whites,African American Community,Foreign Countries,Ethnic Stereotypes

This paper examines student cross-group relationships in a comprehensive high school in Baltimore County, Maryland, between 1985 and 2000. The findings of this research, situated at the intersections of three lenses of inquiry--oral historical analysis, ethnography, and critical studies--bring to light how institutional norms, broader demographic shifts, and newly migrated and immigrated youth's mistrust of one another and of the educational system combined to reshape race, class, and gender relationships in the hitherto predominantly &quot;status quo&quot; U.S. suburban school. (Contains 24 notes.)
Improving Schooling for Cultural Minorities: The Right Teaching Styles Can Make a Big Difference
Author: Morgan, Hani
Date: 2010-00-00
Type: Journal Articles
Subjects: Teaching Styles,Minority Groups,Educational Improvement,Academic Achievement,Dropout Rate,Cultural Differences,Cognitive Style

Many minority groups in the United States tend to struggle in school. One reason minority students are likely to encounter more problems in schools than mainstream students involves incomplete knowledge of minority students' learning and communication styles. Authors such as Banks (2006) and Pewewardy (2008) emphasize that minority students differ in the ways they learn and communicate. Those differences result partly from what a given culture considers appropriate or normal. In particular, child-rearing practices often differ from culture to culture. This article discusses how various cultures' communication styles and learning patterns can lead to conflicts and low academic achievement. The article also offers guidelines to avoid practices that can intensify the problems of educating students from cultural minority groups.
A Reaction to the 2007 MLA Report
Author: Bernhardt, Elizabeth B.
Date: 2010-01-00
Type: Journal Articles
Subjects: Higher Education,Second Languages,College Faculty,Language Teachers,Reading,Literature

Mortimer Adler and Charles van Doren wisely remind in "How to Read a Book" (1972) that readers must come to terms with an author "before" beginning the interpretation process. Following this logic, the first question that should be posed about "Foreign Languages and Higher Education: New Structures for a Changed World" by MLA Ad Hoc Committee on Foreign Languages (2007) is what its prose contains concretely and directly. The author's answer to this question is: (1) that there is a continuing and urgent need for more language knowledge on the part of the American citizenry; (2) there are structural issues in the delivery system that impede the gaining of more knowledge; and (3) there are curricular gaps that the current infrastructure, namely colleges and universities, has not perceived, let alone filled. In other words, the statement contains a discussion of a "need" (more language knowledge) and a two part analysis of what "exacerbates that need" (structure and curriculum). "Foreign Languages and Higher Education: New Structures for a Changed World" then moves to a two-part solution: (1) balanced and less-hierarchically organized communication within language and literature departments; and (2) the addition of non-literary reading, listening, and viewing materials to the curriculum.
The Role of Reading in Fostering Transcultural Competence
Author: Koda, Keiko
Date: 2010-01-00
Type: Journal Articles
Subjects: Reading Ability,Reading Instruction,Language Acquisition,Competence,Cultural Awareness,Reading Processes,Teaching Methods

This response was constructed based on the author's experience as a language program coordinator and her expertise in second language (L2) reading development. Because "transcultural competence," as defined in the MLA Report (2007), shares much of its underlying capacities with "reading ability," in principle, reading instruction could play a significant role in fostering "transcultural competence." In actuality, however, this potential has never been fully realized. This article first offers possible explanations for the discrepancy between what is feasible in theory and what actually transpires in practice, and then, makes research-based recommendations for the effective use of reading instruction in promoting transcultural understanding. "Transcultural competence" is defined as "the ability to "comprehend and analyze" the cultural narratives that appear in every kind of expressive form" (MLA Ad Hoc Committee). This definition coincides largely with the way "reading ability" is conceptualized in the current reading literature. By clarifying what reading entails, this article examines what the two focal constructs have in common as shared underlying capacities.
Revisiting the MLA Report on Reconfiguring Foreign Language Programs: The Role of Reading
Author: Grabe, William
Date: 2010-01-00
Type: Journal Articles
Subjects: Majors (Students),Student Needs,Second Language Programs,Linguistics,Second Languages,Modern Languages,Doctoral Degrees,Universities,Program Effectiveness,College Faculty,Second Language Instruction,Teacher Attitudes,Curriculum,Reading Skills

In this article, the author critiques the MLA Report. His first response to the MLA report is that it clearly identifies a number of the problems facing modern languages departments today. Enrollments and majors are declining in most modern languages departments throughout the U.S. Other academic departments do not strongly enforce language requirements, especially the modern languages requirements for PhD students. Most other departments are not looking to modern languages departments for integrated or interdisciplinary studies. Modern languages departments often have serious divisions among their faculty, especially between the language teachers and the literary scholars. Most senior faculty do not, and for the most part do not want to, teach language courses. Finally, the Report notes that &quot;the standard configuration of foreign language curricula&quot; is in need of major rethinking. Yet, a Report that, in part, blames modern languages department difficulties on a lack of cooperation from other university departments would seem to suggest a limited vision in an increasingly competitive university environment. His second response is that this Report does not provide many useful guidelines for radically different modern language instruction in U.S. universities in the coming years. In brief, it seems to be written for the benefit of the modern languages faculty. It gives little serious thought to contemporary students in U.S. universities and how they could be encouraged to learn and use foreign languages. However, the future of foreign language study at U.S. universities is not likely to rest with what faculty want, but with what students want, or at least what students are willing to value. There seems to be very little awareness in the Report that university curricula need to address relevance to student needs first and foremost.
Conversations about Collaboration in Response to &quot;Foreign Languages and Higher Education: New Structures for a Changed World&quot;
Author: Sullivan, JoAnn Hammadou
Date: 2010-01-00
Type: Journal Articles
Subjects: Higher Education,Cooperation,Languages,Second Language Instruction,College Faculty,College Students,Teacher Student Relationship,Reading Skills

One powerful entry into the new world that is available to language educators is the use of collaboration. Collaboration is defined as: &quot;a recursive process where two or more people or organizations work together in an intersection of common goals--for example, an intellectual endeavor that is creative in nature--by sharing knowledge, learning and building consensus. Collaboration does not require leadership and can sometimes bring better results through decentralization and egalitarianism.&quot; In this article, the author provides real-world examples from her own institution, a mid-size public institution facing the economic hardships that many schools face in these difficult times, in order to show that there are a wide range of steps that any faculty can implement to facilitate and benefit from collaborations, intellectual endeavors that are creative in nature. Faculty and students can collaborate in multiple ways. The author looks at broad-based curricular and governance collaborations that extend beyond joint peer assignments in an individual class. (Contains 5 notes.)
The Role of Reading in a Japanese Language Program: A Response to the MLA Ad Hoc Committee's Report (2007)
Author: Marcus, Ginger
Date: 2010-01-00
Type: Journal Articles
Subjects: Second Languages,Familiarity,Japanese,Reading Instruction,Second Language Instruction,Reading Skills,Cultural Awareness,Universities,Personnel Selection,Program Effectiveness,Time Factors (Learning)

Reading is defined as a socio-cultural act negotiated between text and reader, and the act of reading is considered to be a cognitive process that involves knowledge not only of symbols/letters, vocabulary and structure, but also of culture. In other words, in order to understand the intentions of the author and to formulate meaning, the second language (L2) reader should have a deep knowledge of, and familiarity with, the society and culture in which the given text was produced. Reading instruction in the Japanese language program, from beginning through advanced levels, aims to develop knowledge of the linguistic system and orthography of Japanese while broadening learners' cultural competence so that they can situate the given text in its cultural setting and process for meaning in a way that approaches native-speaker competence. In many ways, the recommendations of the MLA Ad Hoc Committee on Foreign Languages have already been implemented in the Japanese language program at Washington University in St. Louis, and the stipulated transformations have indeed occurred. Reading the MLA report, the author could not help but agree with the committee's many recommendations for moving foreign language departments away from the prevailing two-tiered language-and-literature model and in a direction that reflects: (1) ever-changing geopolitical realities; (2) the needs and aspirations of foreign language learners in the early 21st Century; and (3) collegiate hiring patterns. In this article, the author points out the role of reading in a reconfigured, transformed foreign language department where the curricular end-goal is not to produce a small cohort of students who will go on to study literature in graduate school, but rather &quot;educated speakers (and readers) who have deep translingual and transcultural competence.&quot;
Incremental Gains in Foreign Language Programs: The Role of Reading in Learning about Other Cultures
Author: Frantzen, Diana
Date: 2010-01-00
Type: Journal Articles
Subjects: College Second Language Programs,Second Language Programs,Form Classes (Languages),Second Languages,Educational Change,Reading Skills,Program Effectiveness,Spanish,Spanish Literature,Personal Narratives,Second Language Instruction,College Faculty

In this article, the author considers some of the issues addressed in the 2007 MLA report. The 2007 MLA report argues that the two-tiered literature/language configuration in post-secondary foreign language departments "has outlived its usefulness and needs to evolve," and even needs to be replaced. When proclamations are made that foreign language departments need to evolve, the underlying urgent--at times even strident--tenor engenders frustration and resistance to suggestions for whole-cloth change or to the need to do it quickly. The choice of the verb "evolve" is an interesting one, for it is somewhat problematic. First, imploring departments to evolve suggests that all those who resist certain curricular and pedagogical changes necessarily do not wish to evolve, and with this the implicit comparisons to Neanderthals are evoked. Second, although evolution means gradual change, most calls for curricular evolution carry an urgency, an immediacy. Given the existing institutional realities, perhaps an incremental approach may be better received, and all that some departments may be able to take on unless there is also a move from above to reward and recognize such activities in a significant way. The author's suggestion in this article to consider incremental change is not meant to preclude rapid and major revamping of departments, but rather to suggest a more gradual approach when institutional realities are not ready and able to embrace more expansive and rapid changes. The author also discusses what the role of reading should be in the revamped--or evolving--language department.
The Marginalization of Teacher Education: Who We Are, How We Got Here, How We Fit in the Big Picture, and What We Might Do about It
Author: Jones, Alan H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Education,Educational Change,Educational History,Role of Education,Educational Environment,Organizations (Groups),Professional Associations,Government Role,Organizational Change,Organizational Effectiveness,Policy Formation

This article presents the text of a presentation given by California Council on Teacher Education (CCTE) executive secretary Alan H. Jones at the CCTE Fall Conference in San Diego on October 15, 2009. Jones explores the concept of marginalization, and explains why he believes it applies very appropriately to the field of teacher education and their own organization. He emphasizes the importance of knowing their history, and asks why it is that history is not a more central part of teacher education. He begins by providing a brief history of the CCTE, which he argues is a prime example of marginalization. With that notion in place, he seeks to show how their history mirrors many of the broader patterns of the history of American education, an equally appropriate portrayal of marginalization. In these ways, hopefully, what he has to say will illuminate who they are, how they got here, and how they fit, or don't fit, in the big picture. With those problematics in place, he then shares what he believes is a critical recognition of a central problem of their marginalization and what they must try to do about it.
If It Ain't Broke, Why Fix It? Framework and Processes for Engaging in Constructive Institutional Development and Renewal in the Context of Increasing Standards, Assessments, and Accountability for University-Based Teacher Preparation
Author: Lit, Ira
Date: 2010-00-00
Type: Journal Articles
Subjects: Schools of Education,Program Descriptions,Program Effectiveness,Accountability,Standards,Teacher Education Programs,Educational Environment,Educational Change,Educational History,Institutional Evaluation,Educational Development,Self Evaluation (Groups),Grants

In this article, the authors offer a descriptive essay outlining the framework and processes of a five-year institutional renewal effort at Bank Street College of Education. Extended the opportunity to participate in the &quot;Teachers for a New Era&quot; (TNE) initiative, a multi-year, multi-million dollar effort to enhance and &quot;radically reshape&quot; teacher preparation programs (Carnegie Corporation of New York, 2001), the institution faced a set of questions and dilemmas likely common to many programs of teacher preparation. While the local context and environment was instrumental in the design and direction of their efforts, the authors suspect that the overarching issues and challenges as well as the rationales and processes moving their work forward will be informative and constructive to a broad range of collegial institutions. (Contains 1 table.)
Fulfilling the Promise: African American Educators Teach for Democracy in Jim Crow's South
Author: Preston-Grimes, Patrice
Date: 2010-00-00
Type: Journal Articles
Subjects: African American Teachers,School Desegregation,Democracy,War,Foreign Countries,Depression (Psychology),Democratic Values,United States History,Social Justice,Social Bias,Social Discrimination,Teaching Experience,Social Attitudes,Social Studies,Civics,Interviews,Social Development,Social History

America's civic community from the end of the Great Depression through the post World War II years was hardly rational or racially neutral in its uneven and unequal treatment of African Americans and other underrepresented groups. Conventional civic scholarship of the era has ignored the complexities of a racially segregated society that in theory would have made it difficult, if not illogical, for African American educators to embrace and promote democracy within their communities. Given the climate of social and political contradictions in the United States, how did African American educators teach students about equality, freedom, and justice in a separate and unequal society? This article addresses a basic yet complex question through the voices of five African American educators who taught in one Southern state's segregated schools before the 1954 &quot;Brown v. Board of Education&quot; decision. Recollections of their teaching experiences, coupled with historical data, provide context on social studies and civic education that is rarely addressed in historical civic discourse that often interpreted dominant political and social views without regard for perspectives of African Americans and other underrepresented groups. (Contains 1 table and 1 note.)
Encouraging Agitation: Teaching Teacher Candidates to Confront Words that Wound
Author: Staples, Jeanine M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Popular Culture,Ideology,Gender Bias,Teaching Methods,Racial Bias,Language Usage,Language Arts,English Teachers,Social Justice,Sociolinguistics,Critical Theory,Social Action,African Americans,Whites,Violence,Preservice Teacher Education,Teacher Education Curriculum,Teacher Educators,Preservice Teachers,Teacher Attitudes,Educational Environment,Teacher Student Relationship,Teacher Characteristics,Teacher Role,Stereotypes,Social Attitudes,Homosexuality

In this analytic conceptual essay, and from her standpoint as an African American woman teacher/researcher, the author presents a rich description of a personal sensibility and promising professional practice for literacy educators and those who prepare Reading/English/Language Arts teacher candidates for service among students who are historically marginalized and underserved by schools and communities. First, the author examines some of the literature on the racial and gender identities of most teacher candidates in America, the corollary between this group's inexperience with students who are different from them, and conceptions about language in relationship to racism and sexism. Second, she provides examples of the ways demeaning words are used in popular culture narratives among those who are privileged and how their words alienate and oppress "others." Finally, she defines the "Agitator Identity Trait" and articulates the ways it can develop promising pedagogical practices among teacher candidates, counter wounding words, and assist students' counter-oppressive thinking and action. While she ultimately contributes these promising practices for identifying and countering overt language adversities as they occur in popular culture narratives, the author also presents a brief review of the two primary ways language adversities function--covertly and overtly--as a way to frame the intersections of racist and sexist ideologies, language, and human objectification. (Contains 3 notes.)