ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Identity Narratives in Overcoming Barriers to Parental Engagement
Author: Naqvi, Rahat
Date: 2015-09-00
Type: Journal Articles
Subjects: Qualitative Research,Parent Participation,Self Concept,Academic Achievement,Story Telling,Student Diversity,Low Income,Immigrants,Cultural Background,Interviews,Barriers,Personal Narratives,Role,Second Languages,Parent Attitudes,Native Language,Foreign Countries

This paper describes a qualitative study conducted over the course of one school year in an ethnically diverse school. Aimed at exploring the conditions under which parents of low socioeconomic status (SES) immigrant-background children will engage actively with the school, we involved parents and facilitators in story-telling sessions, sharing personal experiences and reading and writing stories about identity and diversity. An interactional space for these exchanges was created within the school where parents' linguistic and cultural talents were valued. We conclude, on the basis of interviews and group discussions with parents, that parental engagement will be productive in supporting student achievement only when their relationships with educators in the school are identity-affirming.
Professional Development across Borders: The Promise of U.S.-Mexico Binational Teacher Education Programs
Author: Sawyer, Adam
Date: 2014-00-00
Type: Journal Articles
Subjects: Faculty Development,Spanish,Cultural Education,Immigration,Inservice Teacher Education,Preservice Teacher Education,Foreign Countries,Teacher Education Programs,Educational Needs,Travel,School Visitation,Meetings,Mexicans,Second Language Learning,Family Environment,Hispanic Americans,Cultural Awareness,Enrollment Trends,Hispanic American Students,Mexican Americans,Program Descriptions,Partnerships in Education,State Universities,Private Colleges,Church Related Colleges,Study Abroad,Student Attitudes,Teacher Attitudes,Experiential Learning,Participant Observation,Qualitative Research

As the school year gave way to summer vacation, a group of 11 Nebraska educators embarked on a 16-day professional development journey to the western Mexico city of Guadalajara. During a two week stay in Mexico, these educators--who were made up of in-service and pre-service teachers and school support personnel--engaged in a structured program of guided school visits, meetings with Mexican educators, Spanish classes, lectures on Mexican culture and immigration, and Mexican family home stays. Echoing a pattern found in locales throughout the American Midwest and South--the so-called &quot;New Latino Diaspora&quot;--recent mass immigration has caused Nebraska's Latino population to more than quadruple between 1990 and 2010 (Hamann &amp; Harklau, 2009; U.S. Census Bureau, 2010). As a result, educators in the state--who are almost uniformly non-Latino--have little to no experience or cultural and linguistic reference points to guide instructional efforts in meeting the educational needs of this new population that now comprises 14.3% of the state's total school enrollment (Nebraska Department of Education, 2011). Indeed, each participant in this program was currently practicing or expecting to work within this burgeoning Mexican immigrant population. The program--known as &quot;Mexican Schools and Communities&quot;--was coordinated as a partnership between a public university in Nebraska and a private religious university in Guadalajara, Mexico, and is an example of a little-known, but growing phenomenon of U.S.-Mexico binational teacher study abroad programs with similar objectives (Alfaro &amp; Quezada, 2010; Hamann, 2003; Sawyer, 2006; Terrazas &amp; Fix, 2009). This article tells the story of these program participants, their time in Mexico, and what they feel they gained from this immersion experience in relation to their work as educators in Nebraska.
Innovative University-School Partnerships Co-Teaching in Secondary Settings
Author: Morton, Brenda M.
Date: 2015-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,High Schools,Teacher Education Programs,Team Teaching,Teacher Workshops,Training Methods,Journal Writing,Student Teacher Evaluation,Individualized Instruction,Lesson Plans,Curriculum Implementation,Classroom Environment,Program Effectiveness,Masters Programs,Surveys,Observation

In an era of standardized exams to support No Child Left Behind, the influence a teacher candidate has on a P-12 classroom can greatly impact the academic achievement of students. The National Council for Accreditation of Teacher Educators (NCATE) Blue Ribbon Panel Report (2010) suggested that teacher preparation programs and school districts need to view the preparation of teachers as the responsibility of both institutions. Current research in teacher education points to the co-teaching model in elementary classrooms developed by St. Cloud State University (MN) as one example of systemic change. St. Cloud authors Bacharach, Heck, and Dahlberg (2010) state that co-teaching &quot;has the potential to unequivocally change the face of teacher preparation and student teaching as we know it today&quot; (p. 13). This article shares the findings of a unique three-year partnership between two high schools and a university teacher education program, using the co-teaching model as defined by St. Cloud State University, and combined with professional development workshops for all participants.
Using Torey Hayden's Teacher Stories to Teach Relationship Skills in Special Education Teacher Preparation
Author: Hoffman, Elin Meyers
Date: 2015-00-00
Type: Journal Articles
Subjects: Special Education,Special Education Teachers,Teacher Education,Teaching Methods,Story Telling,Personal Narratives,Disabilities,Emotional Disturbances,Behavior Problems,Psychological Patterns,Preservice Teachers,Student Teacher Attitudes,Interpersonal Competence,Certification,Introductory Courses,Surveys,Education Majors,Attitude Change,Attitudes toward Disabilities,Teacher Characteristics,Statistical Analysis,Semi Structured Interviews

Torey Hayden's teacher stories are first-person accounts of being a teacher in classrooms for students with emotional and behavioral disorders. Hayden's books offer readers a real-world look at the joys and challenges of teaching children whose lives are marked by emotional and behavioral disorders, child abuse and trauma, anger and defeat. Hayden's first book was &quot;One Child&quot; (Hayden, 1980), the story of Sheila, a silent, troubled girl who tied a three-year-old boy to a tree and critically burned him. &quot;One Child&quot; was followed by &quot;Somebody Else's Kids&quot; (Hayden, 1982); &quot;Murphy's Boy&quot; (Hayden, 1983); &quot;Just Another Kid&quot; (Hayden, 1986); &quot;Ghost Girl&quot; (Hayden, 1992); &quot;The Tiger's Child&quot; (Hayden, 1995); the sequel to &quot;One Child&quot;, titled &quot;Beautiful Child&quot; (Hayden, 2002); and &quot;Twilight Children&quot; (Hayden, 2006). Hayden's nonfiction narratives are especially helpful for understanding relationships (Marlowe, 2012). Her stories emphasize relationship skills, intuition, and the social milieu in changing children's behavior and give voice to the synergistic power of relationships between a teacher and her students. A series of studies (Marlowe &amp; Maycock, 2000, 2001; Marlowe, Maycock, Palmer, &amp; Morrison, 1997) examined the short-term influence of Hayden's teacher stories on preservice teachers' attitudes. These studies documented that reading, discussing, and writing about Hayden resulted in positive attitude changes over the course of a 15-week semester. Marlowe and Disney (2007) conducted a 10-year follow-up survey examining practicing teachers' perceptions of the long-term influence of reading Hayden's teacher narratives in preservice teacher education. Participants (N=132), who had an average of 5 years of teaching experience, reported that Hayden's stories were a positive influence in preparing them to teach, in forming their teacher attitudes and identity, and in developing their own relationship skills. However, these data were returned anonymously, and individual responses could not be tracked to determine changes in participant beliefs. The purpose of this study is to replicate and extend Marlowe and Disney's research by conducting a 20-year follow-up survey.
Love Is Bad for You: Parables and Practical Fictions in the Romantic Primary Classroom
Author: Galman, Sally Campbell
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Females,Elementary School Teachers,Phenomenology,Interviews,Whites,Intimacy,Gender Issues,Interpersonal Relationship,Qualitative Research,Student Attitudes

This article presents tentative findings from an ongoing study of female preservice teachers' stories about love, gender, and work in primary level (K-6) teacher preparation. Analyses of data from 26 phenomenological interviews with White, female pre-service teachers enrolled in teacher preparation programs frames one sample participant &quot;love story&quot; that illustrates the overall pattern of found in data analysis. While the young women in the study romanticized early years teaching as the work of love, and a gendered, biological imperative, the author suggests that the casual discourse of love in teaching may be a mechanism of control with potentially limiting outcomes for new teachers. The article begins with a brief review of theories of love and control. This is followed by an overview of study methodology and a participant narrative illustrating study findings. Discussion and recommendations conclude the article.
CAEP Advanced Standards and the Future of Graduate Programs: The False Sense of &quot;Techne&quot;
Author: Schwarz, Gretchen E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Study,Neoliberalism,High Stakes Tests,Accountability,Public Schools,Educational Change,Teacher Education,Teacher Educators,College Faculty,Accreditation (Institutions),Technology,Academic Standards,Quality Assurance

As top-down mandates multiply, close supervision from outside the education field increases, and the professionalism of educators shrinks, criticism of neoliberal effects on education in the United States and elsewhere has become more frequent in professional publications. Neoliberalism, put simply, is the political philosophy that privileges free market economics above all else and, in education, advocates high-stakes testing, prepackaged curricula, stringent measures of accountability for schools and educators, and the privatization of public schools. Business efficiency is the governing value, and it is measured in numbers. Neoliberalism among policy makers and politicians may explain a great deal of what passes as school reform at all levels today. However, in teacher education, where the same growing constraints can be found, one finds very little resistance among teacher educators in the United States, especially as such mandates are now being applied, in detail, to graduate programs. Why? Are teacher educators, college professors, unconcerned about their curricula being decided by others and indifferent to their work being reduced to rubrics and regulations? This article offers another possible explanation for the passive acceptance of high-stakes testing, data-driven accountability measures, and the questionable approach to teaching and learning that characterize much of the Council for the Accreditation of Educator Preparation (CAEP), formerly the National Council for Accreditation of Teacher Education (NCATE), teacher education accreditation process in the United States.
Designing Teaching Cases That Integrate Course Content and Diversity Issues
Author: Gunn, AnnMarie Alberton
Date: 2015-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Student Diversity,Course Content,Case Method (Teaching Technique),Teacher Education Programs,Critical Thinking,Theory Practice Relationship,Mixed Methods Research,Interviews,Pretests Posttests,Questionnaires,Grounded Theory,Instructional Effectiveness,Consciousness Raising,Preservice Teachers

The educational research community has underscored the importance of preparing teachers to embrace a culturally responsive pedagogy for all their students. At the same time, teacher education programs have been criticized for being overly theoretical and lacking a bridge for preservice teachers to connect theory to practice. Teaching cases allow a methodology for connecting practical, field-based scenarios within a social constructivist teacher education approach that promotes culturally responsive dispositions. Based on the research study discussed in this article and the authors' personal experiences, teaching cases can be used to situate both diversity and content area issues at the center of classroom discussion. Teaching cases also foster a critical discourse that helps preservice teachers think in complex ways about authentic educational situations, and thereby connect theory to practice. The purpose of this article is to provide a brief background and rationale for the use of teaching cases within a social constructivist paradigm that promotes culturally responsive dispositions, and to discuss a study that modified teaching cases to feature diversity issues and discipline-specific content.
Beyond the Criteria: Evidence of Teacher Learning in a Performance Assessment
Author: Stewart, Anissa R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Performance Based Assessment,Preservice Teachers,Student Teacher Evaluation,Educational Practices,Scores,Scoring Rubrics,Teacher Education Programs,Evidence,Instructional Design,Lesson Plans,Evaluation Criteria,Academic Discourse

U.S. Secretary of Education Arne Duncan (2009) underscored the need for better assessments of the pedagogical skills of new teachers when he identified the efforts of the American Association of Colleges for Teacher Education (AACTE) and its 800 colleges and universities to improve student learning through developing a national assessment of teacher candidate readiness, a performance-based assessment modeled after the Performance Assessment for California Teachers (PACT). The PACT, a teaching performance assessment, is designed to measure effective teaching through assessing five domains (with rubrics covering Assessment, Reflection, Academic Language, Planning, and Instruction). The purpose of this study was to examine what teacher candidates made visible about their practices and understandings of the teaching and learning process in constructing their performance assessments. This study was designed to examine the kinds of teaching practices teacher candidates utilized in the classroom, specifically examining how candidates who scored highest on certain PACT rubrics (in the domains of Assessment, Reflection, and Academic Language) planned instructional supports, assessed, and reflected in ways significantly different than those who scored lowest on PACT rubrics. For this study, the authors examined 12 performance assessments completed by preservice teachers from a Central Coast California Teacher Education Program. Although various types of assessments are required during this program, PACT offers the most comprehensive evidence of how teacher candidates engage in the practice of teaching and learning after having participated in variety of teacher preparation courses and while completing their fieldwork. This study adds much to the literature on what performance assessments make visible about whether teacher candidates can engage in effective teaching practices and what elements of the teacher education program design need to be further revised and/or developed to strengthen preservice candidates' ability to plan engaging and effective lessons.
Reading the World While Learning to Teach: Critical Perspectives on Literacy Methods
Author: Riley, Kathleen
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading,Literacy,Educational Legislation,Federal Legislation,Educational Change,Neoliberalism,Teacher Educators,Preservice Teachers,Focus Groups,Literacy Education,Reading Instruction

Since the &quot;No Child Left Behind Act&quot; (NCLB) was formally signed into law more than a decade ago, school reform efforts in the United States have been shaped by a neoliberal ideology that has exacted a tremendous toll on students, teachers, and teacher educators. Because the majority of the preservice teachers currently entering the profession came of age during the era of NCLB, teacher education programs and instructors who take sociocritical perspectives face unique challenges. The authors posed the following questions as part of an ongoing inquiry into their teaching: How might they, as teacher educators, offer preservice teachers opportunities to imagine school as a place where students explore their own interests, question the status quo, and use literacy for social change? How do the preservice teachers respond to these invitations? What questions, tensions, and insights arise? How and when do they draw on and/or problematize their previous experiences with schooling? In an effort to engage these questions, the authors consider how preservice teachers in two distinct regional contexts within the United States respond to literacy methods courses that utilize the framework of critical literacy as a lens through which to problematize past experiences, consider new possibilities for schooling, and interrupt dominant conceptions of teaching and learning as neutral, technical endeavors.
Preservice Teachers' Student Teaching Experiences in East Africa
Author: Kulkarni, Saili S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Experience,Foreign Countries,Student Teaching,Student Attitudes,International Educational Exchange,Rural Areas,Teacher Education Programs,Faculty Mobility,Cultural Awareness,Culturally Relevant Education,Global Education,Semi Structured Interviews,Program Descriptions,North Americans,Second Language Learning

The world is changing. Human mobility is at an all-time high, and globalization is a consequence of that mobility. Traditionally, a preservice teacher preparation program would require students to spend one to two semesters teaching in local schools under the guidance of an experienced teacher. Conversely, intercultural student teaching programs enable students to supplement or replace such requirements with opportunities to teach internationally. The current study attempted to provide a balanced view of international student teaching by highlighting benefits while also bringing up programmatic challenges and needs. This study was conducted in rural East Africa, which is a region of the world none of the other intercultural student teaching literature has, to date, covered. Specifically, this study examined the influence of a university-based student teaching program in rural East Africa on the beliefs of four preservice teacher participants from a large Western university. Three main research questions were important to the objectives of this study: (1) How did preservice teachers feel the East African student teaching program informed their overall preparedness to teach in U.S. public schools?; (2) How did preservice teachers feel the East African student teaching program informed their ability to become culturally responsive educators in U.S. public schools?; and (3) How did the East African student teaching program inform preservice teachers' perspectives on the global context of education? Semistructured interviews were completed soon after participants returned from East Africa to capture their reflections after they returned and started working in public schools in the United States. Analysis of the student teaching program revealed that the opportunity to teach in East Africa had influences on student thinking and that some participants gained new understandings as they transitioned back into teaching at public schools in the United States.
Sustaining Expertise through Collaborative/Peer-Mediated and Individual Reflections: The Experiences of Chinese English Language Teachers
Author: Pawan, Faridah
Date: 2014-00-00
Type: Journal Articles
Subjects: Expertise,English (Second Language),Second Language Learning,Second Language Instruction,Faculty Development,Language Teachers,Foreign Countries,Teacher Educators,Teacher Collaboration,Asians,North Americans,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Teacher Attitudes,Surveys,Video Technology,Sociocultural Patterns

This exploratory investigation of the professional development of Chinese English Language teachers (ELTs) was part of a collaboration between two teacher educators, one from the U.S. and the other from China, during the 2011-2012 academic year. We were involved in the professional development in three schools (elementary, middle and high schools) in Beijing's northwest area, in which teachers worked intensively with peers in &quot;jiaoyanzu&quot; or teacher research groups. During our shared experiences, we found ourselves pursuing the question of what type of knowledge emerges when teachers reflect with peers. We were interested specifically in teacher reflections for their contributions to the professional development of the Chinese ELTs with whom we were working in particular, and of language teachers in general.
Mirroring Ourselves: Teacher Educators of Color Reading Multicultural Texts
Author: Suh, Yonghee
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Educators,School Demography,Preservice Teachers,Diversity (Faculty),Minority Group Teachers,Student Diversity,Multicultural Education,Cultural Awareness,Cultural Pluralism,Books,Clubs,Novels,Culturally Relevant Education,Racial Relations,Racial Composition,Ethnic Diversity,Reading

During the last few decades, U.S. classrooms have experienced dramatic demographic changes. This article is based on the results of a larger self-study in which four teacher educators of color participated in a book club designed to discuss the pedagogical possibilities of Yoko Kawashima Watkins' &quot;So Far from the Bamboo Grove&quot; (1986) and its sequel, &quot;My Brother, My Sister, and I&quot; (1994), in their teacher education courses. Filling the gap in research, the authors focused on responding to the following questions: (1) What happens when teacher educators of color talk about a multicultural text? How do they read the multicultural text? How do they want to teach the text?; and (2) How does their membership in the culture depicted in the book impact the ways they read and teach the multicultural text? In doing so, the authors add additional voices from teacher educators of color to the growing body of literature on the professional development of teacher educators in multicultural teacher education. For the purpose of this study, the authors also define multicultural literature as &quot;literature by and about people who are members of groups considered to be outside the socio-political mainstream of the United States,&quot; more specifically books by and about people of color.