ethanporcaro/eric-fulltext-meta huggingface dataset:
Role Models, Mentors, and Media Influences
Author: Kearney, Melissa S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Role Models,Mentors,Mass Media Effects,Child Development,Socioeconomic Influences,Family Income,Neighborhoods,Teacher Influence,Low Income Groups,At Risk Persons,Time Management,Age Differences,Adults,Peer Relationship,Family Relationship,Racial Differences,STEM Education,Gender Differences,Youth Programs

Children from low-income backgrounds are less likely to have economically successful role models and mentors in their own families and neighborhoods, and are more likely to spend time with media. In this article, Melissa Kearney and Phillip Levine review the theoretical and empirical evidence on how these external forces can influence children's development. The authors also document income-based differences in exposure to social influences. They show that well-designed programs involving role models, mentors, and the media can be deployed deliberately, effectively, and often inexpensively to improve children's social and economic outcomes. After highlighting the theoretical reasons why role models, mentors, and the media could alter a child's life trajectory, the authors report a descriptive analysis showing differences over time and across income class in exposure to these influences. They show that compared to children four decades ago, today's children spend much more time in school and with media, and less time with parents, peers, and other adults. They also show that young children with low socioeconomic status (SES) spend considerably more time exposed to media and considerably less time in school, as compared to higher-SES children, and encounter very different role models in their neighborhoods. Kearney and Levine focus on large-scale analyses that credibly claim that a specific intervention had a causal impact on children's outcomes. The beneficial impact of role models is evident in teachers' ability to positively influence the educational performance and career decisions of students who share the teacher's gender or race. Children who participate in formal mentoring programs see improvements in their school performance and are more likely to avoid the criminal justice system. Exposure to specific media content with positive messaging can lead to improved social outcomes. The authors conclude that interventions designed to improve the social influences encountered by children can make an important contribution toward the goal of increasing rates of upward mobility for children in low-income homes in the United States.
Crafting Multiple Personalities in Education
Author: Ferguson, Brooke
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Reflective Teaching,Teacher Leadership,Advocacy,Educational Change

This piece highlights the everyday challenges within the classroom and without. Further, it explores the recourse teachers can take to mitigate those challenges. It is an anecdotal piece from the perspective of a teacher, leader, and advocate in education. It serves as a reminder to fellow educators of the reasons we need to be active in our own profession, not just in our classrooms. Teachers are encouraged to be willing to reflect and ask questions, to be flexible in the field, and to maintain an openness toward trying something new. The author shares her own challenge in navigating the multiple personalities that she adopts within her field in order to remain a relevant teacher and also to serve as an advocate. Teachers are encouraged to join in and take ownership in elevating the profession so that others must take notice. Having a system of support is critical for teacher survival and relevancy. The author attempts to address the growing concerns of teachers and why it is crucial that we become leaders while sharing ideas on how teachers can lead in order to effect real change in the educational system and the legislature.
Troubling Authority and Material Bodies: Creating &quot;Sympoietic&quot; Pedagogies for Working with Children and Practitioners
Author: Murris, Karin
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Teacher Education Programs,Foreign Countries,Early Childhood Teachers,Teaching Methods,Knowledge Base for Teaching,Curriculum,Democratic Values,College Students,Preservice Teachers,Power Structure,Classroom Techniques,Student Behavior,Block Scheduling,Participative Decision Making,Student Participation,Teacher Role

Discourses and relations of child/adult and early education are super-permeated with ideas and practices of authority and boundary-making. In early years' practices, deeply important beliefs and assumptions about who or what has authority and who or what should create the boundaries of everyday activity often go unquestioned. This produces different kinds of epistemic injustice in respect of children and those who work with them, as well as through the materialities of early childhood and training settings, including higher education. These systems of authority both express and produce wider patterns of living associated with the wider society, including democracies. Posthumanism inspires questions about not only ways of knowing, but also about the privileging of dis/embodied knowing over feeling, intuiting, sensing, making, and moving. This paper thinks from the diffractive position that knowing is a direct material and moving engagement to explore possibilities for &quot;sympoietic&quot; pedagogies of enquiry-making-with (Haraway, 2016), and examines how these generate new ideas about early childhood practices and what professional knowledge might become. We illustrate this diffractive curriculum and pedagogy through an example from teacher education in South Africa to make important connections between authority, pedagogy, and an enlarged framework for democratic education; in this work, we explore &quot;sympoietic&quot; approaches to negotiation.
Social Capital, Networks, and Economic Wellbeing
Author: Hellerstein, Judith K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Capital,Networks,Well Being,Labor Market,Public Policy,Information Dissemination,Socioeconomic Status,Neighborhoods,Employment Level,Immigrants,English Language Learners,Hispanic Americans,Racial Differences,Foreign Countries,Peer Influence,Public Health,Agricultural Production,Tax Credits

Scholars and policy makers alike are increasingly interested in understanding how social capital shapes people's economic lives. But the idea of social capital is an amorphous one. In this article, economists Judy Hellerstein and David Neumark define social capital as networks of relationships among people who are connected by where they live or work. Thus social capital, in contrast to human capital, resides in the connections among people rather than their individual characteristics. The authors draw on survey evidence, case studies, and administrative data to document that social capital networks play an important role in improving wellbeing, especially in terms of better labor market outcomes. Labor market networks, they write, provide informal insurance or risk sharing, and they facilitate the transfer of information (about job opportunities for individuals, and about potential employees for businesses). Moreover, networked individuals' choices and outcomes affect others in the network, a phenomenon known as &quot;peer effects.&quot; The evidence suggests that when it comes to getting a job, networks are especially important to low-skilled workers and immigrants. Hellerstein and Neumark also report some limited evidence on how neighborhood networks may shape children's health and educational outcomes. Throughout, they discuss how policy might strengthen (or inadvertently weaken) the beneficial effects of networks.
COVID Notes from the Field: Differentiation in the Digital Classroom
Author: Nagle, Tori
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Virtual Classrooms,Transitional Programs,Middle School Teachers,Grade 7,Language Arts,Technology Uses in Education,Video Technology,Teaching Methods,COVID-19,Pandemics

This piece summarizes one teacher's experiences during the abrupt move to digital learning due to COVID 19. This is not a full research study.
COVID Notes from the Field: Transitioning to Digital Learning
Author: Martin, Alyssa
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Parent School Relationship,Parent Participation,Computer Mediated Communication,Communication Strategies,COVID-19,Pandemics

This teacher reflection includes tips on family communication during a crisis. The reflection includes notes from the field on the transition to digital learning due to COVID and how to increase family communication when students are not able to be physically present in school.
ICT-Driven Writing and Motor Skills: A Review
Author: Patiño, John Fredy
Date: 2020-06-00
Type: Journal Articles
Subjects: Motor Development,Technology Integration,Writing Skills,Skill Development,21st Century Skills,Educational Research,Game Based Learning,Physical Education,Early Childhood Education,Collaborative Writing,Educational Technology,Young Children

The development of writing skills is recognized as a mandatory process for initial education and the foundation of all essential learning. Writing skills are crucial to children's socialization and interaction with their environment as they grow. The development of writing skills has been linked to a complex set of key factors, but is not yet clear enough. In the context of 21st-century education, and to increase understanding of this phenomenon, a systematic literature review of 40 years of published studies on the subject was carried out. The results revealed how relevant the integration of gross and fine motor skills is, along with the use of Information and Communication Technologies (ICT). The development of writing skills in game-based learning environments and curricular articulation of physical education and ICT-mediated writing in early childhood education are also significant factors to consider.
Researchers Experience Multiple Embodiments in a Cross-Cultural, Intergenerational Event to Support Girls Challenging Gender-Based Violence
Author: Lamb, Pamela
Date: 2020-00-00
Type: Journal Articles
Subjects: Females,Participatory Research,At Risk Persons,Barriers,Indigenous Populations,Children,Adolescents,Young Adults,Art Activities,Networks,Ethnography,Reflection,Cultural Differences,Social Change,Violence,Intergenerational Programs,Diaries,Personal Narratives,Western Civilization,Resilience (Psychology),Gender Issues,Rape,Sex Role,Foreign Countries

Many challenges exist to conducting participatory research and consultation with young people, especially with those considered vulnerable or at risk. Beyond respecting the safety and wellbeing of young research participants, researchers must be aware of barriers to youth engagement and be attuned to the many forms of youth resistance. As young people are seeking more control over their lives, traditional knowledge hierarchies between adults and youth are shifting. In July 2018, an event entitled Circles Within Circles brought together Indigenous and non-Indigenous girls and young women from South Africa, Canada, Russia, Sweden, and Kenya to learn from each other's participatory art-making and create a network for challenging gender-based violence (GBV). This article provides insight into the often-invisible experience of the &quot;supporting cast&quot; in events like Circles Within Circles. The co-authors are doctoral and postdoctoral researchers who contributed to organization and acted as facilitators, notetakers, and participants. The co-authors conduct participatory analyses of journal entries they wrote throughout the event, and jointly reflect on the activities and their feelings about their roles. Reflecting, for example, on gut feelings about young participants' use of voice and silence during adult-led activities, the co-authors discuss their reading of girls' demonstrations of resistance. This embodied knowledge, further cultivated by attuning to shared experience, is explored in this collaborative auto-ethnography. Examining the complexities of this cross-cultural and intergenerational event, the co-authors contend that when supporting girls and young people subverting dominant narratives of GBV, researchers' embodied reflexivity is crucial for positively contributing to girl-led change.
&quot;Errorless&quot; Toilet Training: &quot;The Potty Party&quot;
Author: Flora, Stephen
Date: 2020-06-00
Type: Journal Articles
Subjects: Elementary School Students,Autism,Toilet Training,Positive Reinforcement,Prevention,Daily Living Skills

The current study describes the use of a procedure called the &quot;potty party&quot;, an all-day toilet training method using basic learning principles of &quot;errorless&quot; discrimination with 3 children with incontinence diagnosed with autism. At the start of treatment days, each participant was greeted and prompted to request the bathroom. After the child requested the bathroom, they were taken to the restroom, pants and underpants were removed, the child was seated on the toilet. While on-seat, participants were given liquids, less-preferred reinforcers and engaged in typical daily activities such as discrete trial training. When the child voided in the toilet, specific verbal praise and highly preferred edible reinforcers were delivered. The child was also given time off the toilet with their most preferred toys or items/activities. Time off-toilet subsequently increased with each in-toilet urination until the participants were spending the same amount of time off-toilet, out-of-bathroom, and in the classroom as their peers. Results for all three participants using 3 non-concurrent A-B phase designs indicated that the potty party procedure was effective in decreasing accidents to zero levels for all three participants and increased in-toilet urination for two. Future directions for research in toileting are discussed.
Very Good, B+: Making the Right Assumptions as Educators
Author: Logan, Kayla
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Responsibility,Reflective Teaching,Positive Attitudes,Caring,Teacher Student Relationship,Teacher Expectations of Students

The author begins with the position that educators have a special responsibility to cleave to positive assumptions rather than &quot;deficiency&quot; assumptions when interacting with both students and adult peers. Establishing her credibility as both a classroom teacher and teacher-leader with 20 years of experience in a high-needs public school, the author argues for directly examining and refining our assumptions, their impacts on our behaviors, and the outcomes of those behaviors. The author poses several examples of deficiency assumptions and offers the alternative constructive assumption. Presenting and rebutting the counterargument of assuming the worst, the article reiterates the importance of making constructive assumptions. Constructive assumptions come from a model of caring that will motivate both students and adults alike.
Teaching Writing--With or without Metacognition?: An Exploratory Study of 11- to 12-Year-Old Students Writing a Book Review
Author: Colognesi, Stéphane
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Instruction,Metacognition,Preadolescents,Book Reviews,Elementary School Students,Questioning Techniques,Instructional Effectiveness,Revision (Written Composition),Public Schools,Foreign Countries,Writing Skills,Writing Improvement

In this contribution, we attempt to answer two research questions: (1) What effects do metacognitive questions have on students' writing skills? and (2) How do students respond to metacognitive questions? To answer these questions, we conducted an experiment with 43 students who were 11 to 12 years old. They were engaged in writing in a particular genre: book reviews. These pupils belonged to two classes at the same school, and for three weeks they experienced an instructional system combining identified principles of effective writing instruction, taught by the same teacher. They were required to rewrite their text several times, with the only difference being that in one group, metacognitive questions were introduced before, during, and after writing, unlike in the other class. A total of 172 written productions were analyzed under both conditions. Student responses in the metacognition condition were also analyzed. Our results show that students in both conditions made significant progress. But in the metacognitive condition, students made more significant progress.
Let It Roll on By: Refocusing Writing Instruction in Times of Change
Author: David, Ann D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Academic Standards,Elementary Secondary Education,Time on Task,Student Journals,Writing Teachers,Writing Workshops,Personal Autonomy,Relevance (Education),Discussion,Habit Formation

In the article &quot;No Need to Reinvent the Wheel: Reading Instruction in a Time of Change&quot; published in &quot;English in Texas&quot; in 2017, the authors, Ann D. David and Katrina Jansky, viewed reading instruction through five touchstones: time, choice, relevance, talk, and routines and rituals. This article expands on those touchstones by examining writing instruction, offering classroom practices that can support a diverse range of student writers and bring back joy and pleasure to the writing classroom.
Three Practices to Help English Teachers Thrive
Author: Porter, Zane G.
Date: 2018-00-00
Type: Journal Articles
Subjects: English Teachers,English Instruction,Language Arts,Educational Practices,Well Being,Self Concept,Peer Relationship,Teaching Methods,Professional Identity,Recreational Reading,Reflection,Writing (Composition),Faculty Development,Teacher Attitudes,Secondary School Teachers,Grading,Instructional Innovation

This article encourages English language arts and reading (ELAR) teachers to take hold of their ability to thrive in the classroom by suggesting three practices that will facilitate that quest. Many ELAR teachers show the signs of burnout and a defeatist mindset too early in their careers. The author seeks to provide constructive ways for teachers to manage their emotional and occupational well-being. The practices include focusing on one's identity and finding camaraderie with peers, being realistic about grading, and returning to what most English teachers enjoy the most: reading, writing, and pedagogy. Teachers should continue reading for pleasure, writing to reflect, and seeking out ways to grow and learn as a teacher. This article uses the author's experiences and his own growth as a secondary and post-secondary ELAR teacher to substantiate the practices and illustrate them. While this article does not provide definitive answers, and is subjective, it does suggest valuable ideas to enable small incremental changes in the lives of ELAR teachers.
School of Rock: Using Music to Engage Students, Connect Curriculum and Enhance Literary Analysis
Author: Viscom, William
Date: 2018-00-00
Type: Journal Articles
Subjects: Music,Learner Engagement,Literary Criticism,Popular Culture,Teaching Methods,Skill Development,Learning Activities,English Instruction

Today's students are inundated with popular culture and pop culture texts in their daily lives. One such form of pop culture is that of music. This medium is one that teachers must use as a way to connect to students and build a bridge to the curriculum. This article will discuss uses of music in the classroom from capturing students' attention when they enter class, connecting to the curriculum, and to literary analysis. By using popular music of the present and of the past, you can change your classroom dynamic and help your students attain skills that will help them both in and out of school.
TEKS Terminology: Understanding Modes of Discourse
Author: Rodriguez, Regina Chanel
Date: 2017-00-00
Type: Journal Articles
Subjects: Standardized Tests,State Standards,Definitions,Discourse Modes,Writing Tests,Writing (Composition)

As state and national curriculum standards continue to change, it is important for teachers to develop a common set of definitions for terms that appear in those standards. This column describes the four modes of discourse--narrative, descriptive, exposition, and persuasion--and links them to a variety of genres students can write in to compose authentic texts. In addition, the connection to author's purpose is discussed. Sharing a common set of definitions lessens the confusion teachers face when implementing the standards.
The Shock of Recognition: Story as Validation and Liberation
Author: Peeples, Shanna
Date: 2017-00-00
Type: Journal Articles
Subjects: Literature Appreciation,Childrens Literature,Bibliotherapy,Coping,Individual Development

This article describes how literature works therapeutically to help children cope with feelings of fear and other strong emotions. The author highlights three examples of children's literature that helped her reframe her own experiences and use the characters as models for personal development. The article highlights the research of Robert Brooks at Harvard Medical School and Dr. Gavin Francis, who is both a physician and a writer. Other insights from the folklorist Maria Tatar and the writer A.S. Byatt are provided as support for the main idea that we are drawn to stories as narratives of hope that help us process our lives.
The Case for Implementing ELL Literacy Strategies with African American Students
Author: Pittman, Ramona T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,African American Students,English Language Learners,Student Needs,Phonological Awareness,Grammar,Reading Skills,Black Dialects,Literacy Education,Code Switching (Language),Reading Achievement,Elementary Secondary Education,Underachievement,Minority Group Students,Syntax

This article attempts to address the need for African American students to receive the same level of support that most schools in Texas provide for English language learners due to the underperformance of many African American students on various literacy measures. The intent is to provide readers with the phonological and grammatical features of African American English (AAE) and for the readers to understand that AAE differs from the language that is required to be formerly spoken and written in schools. It is estimated that AAE is spoken by roughly 80 percent of African Americans and is often considered to be a source of reading failure for some African American students. Literacy strategies such as contrastive analysis and modeling, which are used to support English language learners, will be examined and explained as methods for assisting African American students with code-switching from AAE to academic English.
Cosplay in the ELL Classroom
Author: Szwed, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Creative Activities,English Language Learners,Second Language Learning,Self Expression,Skill Development,Reading Skills,Writing Skills,Listening Skills,Communication Skills,Drama,Role Playing,Educational Benefits

According to the National Conference of State Legislature (NCSL), the total population of individuals (including authorized and unauthorized immigrants) in the United States is 319 million, and one in five U.S. residents speak a language at home other than English (Camarota &amp; Zeigler, 2014). With the increasing number of English Language Learners (ELLs) on the rise throughout Texas and the rest of the country, it is important to develop a &quot;safe&quot; space for these individuals to express themselves while practicing the four components (reading, writing, listening, and speaking) of English language learning. This crux of this paper delves into the sub-culture of Cosplay while simultaneously providing practical suggestions from research-based sources for teachers to develop their pedagogy in order to help ELLs practice their English skills in an environment unlike any other.