ethanporcaro/eric-fulltext-meta huggingface dataset:
Radical Initiatives with Case Studies in the Preparation of Multicultural Teachers
Author: Safford, Felicia
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Urban Schools,Urban Teaching,Pedagogical Content Knowledge,Whites,Minority Group Students,Teaching Experience,College Faculty,Teaching Methods,Teacher Education Programs

Research points to particular problems in the experiences of White teachers teaching children of color and diverse backgrounds because often they are unfamiliar with their students' backgrounds and communities. Additionally, research points to the educational value of linking students' lived experiences to their classroom learning. This paper presents the research-based findings of faculty who implemented a field-based pedagogy lab in an urban teacher preparation program. The lab offered teacher candidates opportunities to develop a deeper and a broader understanding of content and pedagogy, which resulted in enhanced specific content-pedagogical knowledge. The findings suggest new ways of preparing urban teachers. (Contains 1 footnote.)
Entering Teaching for and with Love: Visions of Pre-Service Urban Teachers
Author: Borrero, Noah
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Urban Teaching,Urban Education,Urban Schools,Minority Group Teachers,Disproportionate Representation,Social Justice,Social Change,Urban Youth,Sociocultural Patterns,Context Effect,Teacher Attitudes,Teacher Student Relationship,Role Models,Teacher Characteristics

Using a social justice orientation to teacher education and a sociocultural approach to learning, this exploratory study presents data from twenty pre-service urban teachers about their perceptions of and visions for teaching in urban schools. Findings reveal candidates' desires to care for and build relationships with urban youth as a foundation for their interests in teaching and also portray participants' visions of teaching as a way to promote positive social change in their communities. Findings are discussed in the context of future directions for urban teacher education. (Contains 1 table.)
Responding to "Innocent" Racism: Educating Teachers in Politically Reflexive and Dialogic Engagement in Local Communities
Author: Pirbhai-Illich, Fatima
Date: 2011-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Teacher Educators,Racial Bias,Critical Theory,Race

This article develops the construct of "innocent racism" and argues for keeping questions of race central in teacher education. The authors report three cases in which they, teacher educators working within a school/university alliance, identified and addressed racism in their courses. We situate our analyses within antiracist research informed by Critical Race Theory (CRT) where the teacher education students and ourselves struggled to recognize and address racism. Critical episodes are reflectively analyzed to challenge both teacher educators' and teachers' beliefs. We demonstrate how race still matters because of the ways in which it intersects with our practices. Examples of struggles that address emerging positions on race, language, and educational processes inform teacher and faculty learning with important local and global implications.
Revisiting Collaborative Boundaries-Pioneering Change in Perspectives and Relations of Power
Author: Bangou, Francis
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Critical Theory,Race,Teacher Educators,Racial Relations,Power Structure,Interprofessional Relationship

In this article, we examine collaboration as a situated practice that defies a prescriptive definition mainly located in the interpersonal relations of professionals. We argue that collaboration does not merely depend upon good will or professionalism, rather interacts complexly with racial expectations that have been cultivated in institutions where racism is manifested in subtle ways. We use Critical Race Theory (Ladson-Billings &amp; Tate, 1995) to examine how we as 2 different pairs of teacher educators in innovative programs in different sites faced racial tensions through our co-teaching experiences. Each racially diverse pair consisted of a more senior faculty member and an international teaching assistant. Hence we discuss the tensions that are inevitable as we professionals collaborate across relations of power and race. We argue for a more complex understanding of what it means to collaborate from these different social positions.
From CMS to SNS: Educational Networking for Urban Teachers
Author: Chen, Pearl
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Urban Schools,Urban Teaching,Technology Integration,Educational Technology,Learning Experience,Social Capital,Integrated Learning Systems,Social Networks,Access to Computers,Disadvantaged,Disadvantaged Schools,Open Source Technology,Electronic Learning,College Students

A complex view of the socioeconomic digital divide in urban schools requires us to address not only the gaps in access to technology, but also inequities in access to human support, digital content, and &quot;effective pedagogical&quot; approaches to technology integration. This study explored the use of social networking site (SNS) as a platform to provide a supportive human and social infrastructure in an urban educational context. The use of SNS was compared with the mainstream course management system (CMS) by urban teachers in terms of the &quot;education&quot;, &quot;esthetic&quot;, &quot;escapist&quot;, and &quot;entertainment&quot; aspects of their learning experience. The study results suggested a high degree of learner engagement in all four aspects of participants' use of SNS, whereas the esthetic and entertainment realms of experience were found to be the weakest components of the mainstream CMS. These findings contribute to current understanding of repurposing popular open source technologies for teaching and learning in socioeconomically disadvantaged urban schools. (Contains 2 tables and 3 figures.)
&quot;Martin Luther King Stopped Discrimination&quot;: Multi-Generational Latino Elementary Students' Perceptions of Social Issues
Author: Curwen, Margie Sauceda
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Hispanic American Students,Racial Bias,Racial Discrimination,Elementary School Students,Social Problems,Middle Class,Discussion,Social Influences,Cultural Influences,Educational Theories,Immigration,Mexican Americans,Educational History,United States History,Conflict,Social Justice,Equal Education,Grade 5,Popular Culture,Multicultural Education

This study explored how multi-generational, middle-class, fifth-graders from Latino families responded to classroom discussions of social issues--particularly discrimination--and draws upon sociocultural views of culture, educational theory, and sociological perspectives of immigration to provide insight into the learning experiences of one group of children of the Mexican diaspora. Findings include students: 1) perceived discrimination as historical; 2) maintained a distance from personal experiences; 3) understood social conflict through popular culture; and 4) promulgated American values of equity, fairness, and justice. Children's perceptions reveal complexities in negotiating their ways of knowing gleaned from varied in-school and out-of-school experiences. (Contains 2 figures.)
&quot;These Are Our Babies&quot;: University Student Tutors, Urban Learners, Public School and University Staff Crafting Community through Service Learning
Author: Barber, Elizabeth
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Urban Schools,Public Schools,Service Learning,Tutors,Grade 5,Tutoring,College Students,College Faculty,College School Cooperation,School Community Relationship,Elementary School Students,Black Colleges,Student Role,African Americans

For nine semesters approximately 100 third through fifth graders have come by bus from their urban impact schools (Anyon, 2005) only a few city blocks away, to the campus of an historic Black university for tutoring. Pairs of university student tutors--typically freshmen, sophomores and juniors from multiple disciplines across campus--accept responsibility for groups of four to six children for two hours, two days a week. Service learning and social justice pedagogy (Chapman &amp; Hobbel, 2010) ground their interactions. Findings to date indicate that the project supports public school efforts to reach and maintain Annual Yearly Progress, scaffolds child and tutor development toward critical literacy (Freire, 2004) and civic action, nurtures tutor dispositions for future civic engagement and especially teaching in hard-to-staff urban schools, and promotes collaboration and a redistribution power across members of the learning community that has emerged. (Contains 1 table.)
The Principal's Academy: A Collaborative California University Initiative on Congruence of Principal Training to Urban School Leadership Practice
Author: Marcos, Teri
Date: 2011-00-00
Type: Journal Articles
Subjects: Urban Schools,Job Performance,School Administration,Instructional Leadership,Superintendents,Professional Development,School Districts,Administrator Effectiveness,Administrator Education,Surveys,Interviews,Academic Achievement,Cooperation

Purposively selected urban California superintendents and assistant superintendents participated in surveys and interviews which examined their views about the impact California university Tier I school leadership preparation programs have on overall preparedness for the position, effectiveness of job performance, longevity, transference of skills gained to professional staff development within the school site, and student achievement within their districts. Superintendents reported that Tier I candidates are academically well prepared for overall school leadership and candidates emerge with strong instructional leadership and management skills. It was recommended by superintendents that The Principal's Academy teach aspiring administrators to be courageous, relational, and know self, to optimally meet the demands of urban school administration. Superintendents recommended field experience enhancement through collaboratively designed internships with real data and prescribed site-based experiences. (Contains 1 table.)
What Did the Teachers Think? Teachers' Responses to the Use of Value-Added Modeling as a Tool for Evaluating Teacher Effectiveness
Author: Lee, Linda
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Standardized Tests,Educational Change,Accountability,Scores,Urban Areas,Teacher Influence,Models,Educational Policy,Attitude Measures,Beliefs,Knowledge Level,Teacher Attitudes,At Risk Students,English Instruction,Mathematics Achievement,Reading Achievement,Parent Influence,Institutional Characteristics,Student Characteristics,Teaching Methods

The policy discourse on improving student achievement has shifted from student outcomes to focusing on evaluating teacher effectiveness using standardized test scores. A major urban newspaper released a public database that ranked teachers' effectiveness using Value-Added Modeling. Teachers, whom are generally marginalized, were given the opportunity to respond to their rankings. This research examines a subset of those teachers' perceptions about the use of standardized test scores in determining teacher effectiveness. It is important for policy makers to hear from those whom are the implementation level of such major policy shifts in education reform. (Contains 2 tables and 1 figure.)
The Learning Society: Two Justifications
Author: Su, Ya-hui
Date: 2010-04-00
Type: Journal Articles
Subjects: Social Change,Development,Lifelong Learning,Citizenship,Economics

This article examines the view that has long been fashionable in related policies and literature that the establishment of the learning society is a necessary response to changing times. This article suggests that the association between the learning society and current change may be defensible but is limited. The justification of the learning society should be expanded beyond that association, and the learning society should be promoted as a good in its own right. This article begins with an exploration of the phenomenon of change, which has been the primary argument for the establishment of the learning society. Then, it examines the claim that the learning society is essential. Finally, I suggest that discussions of the learning society should shift from the current paradigm of justification based on external relationships to an appreciation of the learning society in its own right.
Diverse Pathways into Higher Education: Using Students' Stories to Identify Transformative Experiences
Author: Benson, Robyn
Date: 2010-04-00
Type: Journal Articles
Subjects: Higher Education,Transformative Learning,College Students,Story Telling,Family Influence,Socioeconomic Status,Educational Attitudes,Educational Experience,Expectation,Role Models,Individual Characteristics,Self Concept,Sex,First Generation College Students,Immigrants,Rural Population,Experience,Foreign Countries

This paper is based on findings from the first phase of a longitudinal project examining how a group of students from diverse backgrounds succeed in higher education. The concept of perspective transformation is used to explore students' stories about factors that influenced them on their journey to university, including socio-economic background, family difficulties, gender, the effect of being first in family to enter higher education, migration, location and experiences of schooling. The paper argues that, for some participants, the decision to enrol was not primarily the effect of perspective transformation, but rather the result of other aspects of their lives. Finally, we comment on the value of narrative inquiry for revealing participants' experiences and, potentially, for supporting the process of transformation. (Contains 2 tables.)
The Big Picture on Men's (and Boys') Learning
Author: Golding, Barry
Date: 2010-04-00
Type: Journal Articles
Subjects: Foreign Countries,Males,Gender Differences,Student Attitudes,Student Experience,Outcomes of Education,Equal Education,Females,Secondary Education,Vocational Education,Well Being,Cultural Differences,Social Influences,Underachievement,Masculinity

This paper focuses on what is known internationally from research about some aspects of men's learning. It explores the similar and different factors that shape men's attitudes towards learning in diverse national and cultural contexts. It also identifies some possible parallels (and differences) between the experiences, participation and outcomes in education of men and boys. The paper proceeds to make a case for recognising and addressing the factors that affect gender parity in educational contexts, including Australia, in which several tertiary outcome measures tend to be skewed towards girls and women. The paper forms part of background research for Phase 1 (in several Anglophone nations) of a major international research project into men's learning in community settings that includes several Australian study sites. (Contains 3 figures.)
Taking Risks--Experiential Learning and the Writing Student
Author: Freeman, Robin
Date: 2010-04-00
Type: Journal Articles
Subjects: Workplace Learning,Creative Writing,Experiential Learning,Risk,Teaching Methods,Case Studies,Skill Development,Writing Skills,Technical Writing,Writing Instruction,Writing Processes,Writing Strategies,Educational Strategies,Learning Strategies,Transformative Learning,Workplace Literacy

The role of a professional and creative writing degree is to provide resources, structured workshops, professional interactions--and the potential for creative risk. Opportunities for risk, within the structured environment of the university, challenge the individual's perspectives and judgements, as well as their ability to analyse and to reflect on their writing and creative practices. From this starting point the authors, both writing industry practitioners and academics, have developed experiential projects with the aim of transforming their teaching practice from a model of narrative hierarchies of knowledge to learning through performativity, social connectedness and immersive workplace learning. As the case studies illustrate, this transitional approach has enabled our millennial learners more confidently to take risks, accept challenges and transform their understanding of their own knowledge, skills and identities.
Recognition of Prior Learning--Normative Assessment or Co-Construction of Preferred Identities?
Author: Hamer, Jen
Date: 2010-04-00
Type: Journal Articles
Subjects: Prior Learning,Recognition (Achievement),Foreign Countries,Vocational Education,Access to Education,Power Structure,Identification,Philosophy,Educational Testing,Evaluators

Recognition of prior learning (RPL) has been an important element of Australia's Vocational Education and Training (VET) policy since it was officially adopted as a key national principle in 1991 (VEETAC 1991, cited in Wilson and Lilly 1996:2). The aim of RPL is to formally assess a person's skills gained through life and work experience, in order to award credit towards nationally recognised qualifications. It is an integral part of access and equity strategies, which are designed to &quot;improve access to and outcomes from vocational education and training for disadvantaged groups&quot; (Smith &amp; Keating 1997: 38). However, limited attention has been paid to the operations of power within the assessor-candidate relationship. This paper raises questions about the perspective of RPL as a self-evidently benign activity and describes concerns regarding its application. It uses postmodern theories of identity and a philosophy of recognition to propose an understanding of the potential impacts of RPL and invite new assessment practices to advance its emancipatory goals. (Contains 1 endnote.)
Training and Development for Transitional Employment in Mature-Aged Manual Workers
Author: Pillay, Hitendra
Date: 2010-04-00
Type: Journal Articles
Subjects: Educational Needs,Retirement,Employment Level,Job Satisfaction,Occupational Surveys,National Surveys,Statistical Analysis,Local Government,Mentors,Blue Collar Occupations,Older Workers,Adults,Employee Attitudes,Foreign Countries

Objectives: The purpose of the current article was to explore perceptions of transitional employment and training and development amongst blue collar workers employed in technical, trade, operations or physical and labour-intensive occupations within the local government system. Methods: The responses of manual workers to two national surveys conducted by the local government association, namely, the Transitional Employment Survey (TES) and the New Initiative Survey (NIS) were analysed for occupational level differences using Chi square tests. Results: Three quarters of blue collar workers were interested in phased retirement options. Technicians and operators were content to retain their current jobs, although technicians seemed to display a more self-directed attitude towards training and development. Tradespersons and labourers were interested in changing jobs, and appeared willing to pursue some training and development. A significant proportion of workers were interested in mentoring. Conclusion: Blue collar workers were interested in contributing to the future of the organisation via transitional employment. However, they may require support for their health and training needs. (Contains 3 tables.)
Effective Employment-Based Training Models for Childcare Workers
Author: Choy, Sarojni
Date: 2010-04-00
Type: Journal Articles
Subjects: Adult Education,Interviews,Vocational Education,Child Care Occupations,Caregiver Training,Child Caregivers,Participant Satisfaction,Models,Training Methods,Job Training,Early Childhood Education,Administrator Attitudes,Caregiver Attitudes,Employer Attitudes,Best Practices,Barriers,Educational Policy,Employment Programs,Program Effectiveness

Childcare workers play a significant role in the learning and development of children in their care. This has major implications for the training of workers. Under new reforms of the childcare industry, the Australian government now requires all workers to obtain qualifications from a vocational education and training provider (e.g. Technical and Further Education) or university. Effective models of employment-based training are critical to provide training to highly competent workers. This paper presents findings from a study that examined current and emerging models of employment-based training in the childcare sector, particularly at the Diploma level. Semi-structured interviews were conducted with a sample of 16 participants who represented childcare directors, employers and workers located in childcare services in urban, regional and remote locations in the State of Queensland. The study proposes a &quot;best-fit&quot; employment-based training approach that is characterised by a compendium of five models instead of a &quot;one size fits all&quot;. Issues with successful implementation of employment-based training models are also discussed. (Contains 1 table.)
Becoming an Australian Citizen: Some Dimensions of Assessing a Citizenship-Type Literacy amongst Adults
Author: Athanasou, James A.
Date: 2010-04-00
Type: Journal Articles
Subjects: Citizenship,Non English Speaking,Ability,Citizenship Education,Foreign Countries,Adults,Adult Education,Adult Students,Measures (Individuals),Test Results

This paper evaluates a 20-item assessment of citizenship literacy in an adult sample comprising 179 persons of English-speaking and non-English speaking background. The results indicated that the assessment was internally consistent and that as expected it distinguished English-speaking from non-English speaking participants. The pattern of answers provided an initial, albeit partial, understanding of what might constitute citizenship information but it also highlighted some limitations. The assessment failed to tap the ability levels of those with higher knowledge. Nevertheless, the results also indicated some deficits in adult general knowledge. The potential failure rate even with a cut-off point of 60% correct was quite high. Just over one-in-five failed to pass. The results have implications for the proposed revisions to the Australian Citizenship Test. (Contains 4 figures and 1 table.)
Adult Learning in Educational Tourism
Author: Pitman, Tim
Date: 2010-07-00
Type: Journal Articles
Subjects: Nonformal Education,Tourism,Adult Learning,Foreign Countries,Learning Experience,Student Attitudes,Adult Students,Qualitative Research,Surveys,Interviews,Lifelong Learning,Individual Development,Facilitators (Individuals)

This article explores notions of learning in the niche market sector of educational tourism, with a focus on organised recreational tours that promote a structured learning experience as a key feature. It analyses the qualitative findings of surveys and interviews with a cross-section of educational tourism providers in Australia, their lifelong-learning client markets and Australian academic scholars participating in this sector. The paper examines the differing perceptions of providers, participants and academics to what they expect from such tours, what constitutes learning within them and how particularly adult learning occurs through them.