ethanporcaro/eric-fulltext-meta huggingface dataset:
Neighbors Link&apos;s &quot;Parent-Child Together&quot; Program: Supporting Immigrant Parents&apos; Integration to Promote School Readiness among Their Emergent Bilingual Children
Author: Bracco, Carola Otero
Date: 2017-00-00
Type: Journal Articles
Subjects: Immigrants,Parent Child Relationship,Bilingualism,Community Centers,Social Integration,School Readiness,Preschool Children,Cultural Awareness,Culturally Relevant Education,School Districts,Bilingual Education Programs,Program Descriptions,Elementary School Students,School Community Relationship,Literacy

The authors of this article describe Neighbors Link, a multi-service community and worker center in suburban Westchester County, NY. This organization created &quot;Parent-Child Together&quot; in the belief that supporting immigrant parents' integration and social inclusion, in activities that also engage long-term community residents, would improve school readiness outcomes for preschool children. A key assumption in the program design is that immigrant parents are best supported when teaching respects their home language and incorporates their home culture and customs. Among the program's positive results has been greater acceptance of the assets and strengths that immigrants bring to the community. The community, concurrently, has incorporated this perspective into programming, notably the school district's new elementary-level dual language program that supports both children of immigrants and long-term residents in becoming bilingual.
Teaching Emergent Bilingual Learners with Disabilities and Challenging Behaviors in Preschool
Author: Brillante, Pamela
Date: 2017-00-00
Type: Journal Articles
Subjects: Bilingualism,Bilingual Students,Disabilities,Behavior Problems,Preschool Children,Models,Interpersonal Competence,Teaching Methods,Language Usage,Preschool Education,Vignettes

Challenging behaviors in young children can result from a variety of factors that may interact to make it difficult for teachers to find effective instructional solutions. The authors of this article provide an overview of research that focuses on understanding challenging behavior in young children. It describes a research-based model, the Pyramid model, intended to support the development of social competence in young children. Classroom practice suggestions with some vignettes are provided to illustrate how teachers may implement this model with children that experience challenging behaviors and ways in which their practice could be transformed. The article concludes with recommendations for teachers on different techniques they can use as proactive supports or interventions in order to prevent challenging behaviors from reoccurring in emergent bilingual preschoolers.
Preschool English Teachers&apos; Practices and Early Literacy Instruction: Montessori vs. International Preschool Curriculum
Author: Hendi, Nazila Seyed
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Literacy Education,English (Second Language),School Districts,Principals,Case Studies,Teaching Methods,Language Teachers,Video Technology,Teacher Attitudes,Administrator Attitudes,Second Language Learning,Second Language Instruction,Teacher Student Relationship,International Education,Montessori Method,Comparative Analysis,Observation,Foreign Countries,Qualitative Research,Semi Structured Interviews

The practices preschool teachers implement in their classrooms are vital in their students' literacy development. Preschool teachers are always expected to implement research-based literacy practices to ensure children are ready to learn when they enter school. This multiple-case study intended to address four nonnative in-service preschool English teachers' practices in early literacy instruction. Data collection involved interviews and videotaping of classroom practices along with documents from ten full English lesson observations in each classroom. For this multiple case study, the analysis for each case was conducted to identify themes and subthemes. A cross case analysis was also conducted to find overall themes and subthemes common to both cases.The overall conclusion generated from the results of the data analyses is that though teachers and preschool principals in the same school district using various curriculum perceived that they were effectively applying early English literacy instruction, there was actually a divide between the curriculum and what they implemented in classrooms. There was not enough interaction between the teacher and children. Therefore, it is necessary to help teachers improve their understanding of the links between learning, teaching and social interaction in the area of early English literacy.
Promising Pedagogical Practices for Emergent Bilinguals in Kindergarten: Towards a Mathematics Discourse Community
Author: Musanti, Sandra I.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Practices,Teaching Methods,Bilingualism,Language Usage,Bilingual Teachers,Mathematics Instruction,Hispanic American Students,Kindergarten,Problem Solving,Case Studies,Thinking Skills,Caring,Academic Discourse,Longitudinal Studies,Spanish,Language of Instruction,English (Second Language),Second Language Learning,Code Switching (Language),Teacher Student Relationship,Classroom Communication,Observation

In the current U.S. context, it is relevant to disseminate research that portrays in detail how bilingual teachers create challenging and safe mathematics learning environments for emergent bilinguals. It is critical to identify pedagogical approaches that foster emergent bilinguals' participation in mathematics conversations and discourse practices where language is considered a pedagogical resource. This is possible when teachers understand that young Latino/a students come to school with a wide range of cognitive and linguistic tools, which they can use to help them make sense of problems posed in the classroom. Using case study methodology, we define and provide a detailed portrayal of a bilingual kindergarten teacher´s mathematics pedagogical practices. Specifically we discuss: (a) the use of authentic &quot;mathematics stories,&quot; (b) the integration of multimodal representation of problem solving, and (c) collective thinking and representation of problem solving solutions. In addition, we analyze how the teacher fosters practices that use language as a learning resource. Finally, we argue that these practices promote a mathematics discourse community and that pedagogy of confidence, care, and understanding is at the core of this teacher's instructional approach.
Teaching Practices of Malaysian Science Teachers: Role of Epistemic Beliefs and Implicit Intelligence
Author: Leng, Chin Hai
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Foreign Countries,Science Teachers,Science Instruction,Teacher Role,Epistemology,Beliefs,Teacher Attitudes,Intelligence,Science Curriculum,Secondary School Science,Secondary School Teachers,Multivariate Analysis,Correlation,Regression (Statistics),Constructivism (Learning),Measures (Individuals),Student Centered Learning,Statistical Analysis,Surveys

The present study investigated how science teachers' beliefs about intelligence and their beliefs about knowing and knowledge acquisition influence their teaching practices. A total of 285 science teachers participated in the present study. Our survey included three parts, namely: epistemological beliefs inventory, implicit theories of intelligence scale, and teaching practices scale. Results revealed that: (1) Malaysian teachers hold more eclectic beliefs in which they viewed teaching as a combination of student-directed along with some teacher-centered learning; (2) Malaysian teachers hold sophisticated epistemological beliefs (3) Malaysian teachers were incremental theorists; (4) Teachers who hold sophisticated epistemic beliefs and incremental theorists were more likely to adopt student-centered practices; and (5) Teachers teaching practices are antecedents of epistemic beliefs and implicit intelligence beliefs variables. In conclusion, the present study shed light on how teachers' beliefs influence their preference for teaching practices identified as either student-centered or teacher-centered.
The Psychological Impact of English Language Immersion on Elementary Age English Language Learners
Author: Parra, Elena B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Outcomes of Education,Immersion Programs,Elementary School Students,English Language Learners,Language Acquisition,Qualitative Research,Spanish Speaking,Monolingualism,Anxiety,Depression (Psychology),Symptoms (Individual Disorders),School Phobia,Eating Disorders,Sleep,Semi Structured Interviews,Stress Variables,Child Abuse,Posttraumatic Stress Disorder,Self Esteem,Interpersonal Competence,Student Placement,Student Attitudes,Parent Attitudes

To date, most studies about English language learners (ELLs) in Structured English Immersion (SEI) classrooms in the state of Arizona have focused on ELLs' lack of English acquisition in one year, a time frame expected by Arizona policymakers, as well as their lagging academic progress. While these studies almost uniformly have surfaced educational and policy concerns about the effectiveness of SEI, the debate about this approach has been marked by a lack of attention to research addressing the &quot;non-academic&quot; ramifications of enforcing this model on children who speak or understand little or no English. One relatively unexamined consequence of the SEI program is its potentially detrimental emotional, psychosomatic, and mental effects on students forced to receive instruction (and to be tested) exclusively in English, a language they are still in the process of acquiring. The qualitative research study described in this article addresses this issue by examining the participation of monolingual Spanish-speaking children in SEI classes in one school district. Drawing from the research literature on child maltreatment investigators sought to determine if SEI placement subjected monolingual Spanish-speaking students to conditions of maltreatment. The researchers acknowledge that the theoretical operationalization of child maltreatment remains a challenge, in part because of an absence of consensus among social science researchers about what precisely constitutes child maltreatment, and because social sensibilities change over time. Nonetheless, results indicate that the English learners in this study experienced clear psychological effects like anxiety and depression symptomatology, anger, school phobia, and eating and sleeping difficulties. In-depth interviews with students and parents indicated intense emotional distress from being subjected to environmental conditions from which they could not escape. Their experiences, analyzed within the broader socio-political context of contemporary Arizona, suggest that for some children participation in SEI classrooms constitute a form of emotional maltreatment.
Reframing Venerable Standpoints about Language and Learning Differences: The Need for Research on The Literate Lives of Latina/o Language Minority Students
Author: González, Taucia
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Minorities,Minority Group Students,Hispanic American Students,Learning Disabilities,Literacy,Reading Skills,Equal Education,Achievement Gap

Despite the empirical attention that has been devoted to Latinas/os, language minority (LM) students, and students with learning disabilities (LD) as three separate subgroups, limited attention has been given to Latina/o students that fall into both LM &quot;and&quot; LD student categories. The literacy experiences of students living at the intersection of ethnic, language, and ability differences have been under-examined. This article calls for new insights into the literate lives of Latina/o LMs with LD, and posits that reframing cognitive models of literacy, sociocultural approaches, and resource pedagogies can offer a more comprehensive view of literacy and population complexity.
Trends and Issues in Bilingual Special Education Teacher Preparation: A Literature Review
Author: Wang, Peishi
Date: 2015-00-00
Type: Journal Articles
Subjects: Bilingual Education,Special Education,Cultural Differences,Disproportionate Representation,English (Second Language),Public Schools,Second Language Learning,Trend Analysis,Educational Trends,Disabilities,English Language Learners,Teacher Education Programs,Knowledge Base for Teaching,Teaching Methods,Special Education Teachers,Literature Reviews

Teachers represent the largest school impact on student learning, yet the national professional teacher workforce has been described as inadequately prepared to meet the academic, linguistic, social, and other educational needs of the majority of the nation's public school student population. Moreover, youngsters from diverse linguistic, cultural, and ability backgrounds continue to be overrepresented in specialized school settings. These interrelated phenomena are influenced by multiple complex sociocultural and other factors (i.e., historical, economic, political). Among these are reported steady growth in the population and enrollment of students from non-English speaking, diverse cultural backgrounds in the nation's public schools, perennial low representation of teachers who are themselves members of diverse cultural backgrounds, and teachers who are competent in the languages spoken by the students assigned to their classrooms. These conditions represent significant challenges for all students, but especially those who, in addition to language or cultural differences, experience unique learning or social challenges as a function of disability conditions. Researchers have consistently emphasized the need for children who are English Language Learners and those who have disabilities to be taught by teachers who are knowledgeable about and competent in the critical bilingual and special education pedagogies identified by the professions. This study examined the current state of bilingual special education teacher preparation programs and their inclusion of components identified as critical to these teachers' professional competence. Findings suggest that the integrated model of bilingual and special education teacher preparation is the most frequently used model. Implications and future research directions were also presented.
Disentangling Language Differences from Disability: A Case Study of District-Preservice Collaboration
Author: Brown, Julie Esparza
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,School Districts,English Language Learners,Learning Disabilities,Bilingual Teachers,Biculturalism,Transformative Learning,Educational Change,Educational Practices,Identification,Special Education,Academic Discourse,English (Second Language),Second Language Learning,Second Language Instruction,College School Cooperation,Academic Achievement,Teacher Education Programs,Partnerships in Education,Special Education Teachers,Program Descriptions,Paraprofessional Personnel,Elementary School Students,Preservice Teachers,Administrator Attitudes,Language Proficiency,Language Tests,Scores,Interviews,Response to Intervention

Identifying which K-12 English Learners (ELs) should receive special education services has historically been challenging and fraught with error. Educators are commonly puzzled as to whether an EL student's academic difficulties are the result of insufficient academic English language, inappropriate instruction, or an intrinsic learning disability. This article examines the influence of a university--district partnership designed to prepare bilingual/bicultural special educators with specific skills and knowledge in disentangling language difference from disability. A unique aspect of the program was that these &quot;BiSped&quot; educators were mostly bilingual, bicultural paraprofessionals in their schools. This feature of the program recognized the unique position that these educators already held as cultural brokers, translators, and caring adults. Distributed leadership, embedded reform, and transformative practices serve as the conceptual framework for this case study. Based on the diverse sources used in the case of one sample district, BiSped educators positively influenced the academic success of ELs. Their practices reinforced effective approaches used in the case district. They became valued team members and resources within the school system and contributed in concrete ways. BiSped educators bridged systems that often act in isolation. Corresponding whole-school professional development further created a culture of collaboration across English Language and special education programs.
Two Activities for Multlingual Students: Learning in Monolingual Classrooms
Author: Schwarzer, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Activities,Multilingualism,Monolingualism,Second Language Learning,Elementary School Teachers,Secondary School Teachers,Teacher Role,Native Language,Literacy,Language Maintenance,Teaching Methods,Language Usage,Misconceptions,Language Variation,Spanish,Questionnaires,Family Characteristics

The purpose of this article is to re-conceptualize the role of the monolingual teacher in mainstream K-12 classrooms in the United States who work with students who are mostly multilingual and transnational. The proposed role for monolingual teachers is to incorporate at least some of the resources available in students' native languages, even if they do not have a working knowledge of those languages. To illustrate how this can be achieved the authors showcase two practical activities that can be used in mainstream classrooms to spark discussions about multilingualism and multilingual literacy. The activities are designed to promote the maintenance of students' native tongues and to provide an instructional resource to foster continued development of their first language.
Survey of Educator Attitude Regarding Inclusive Education within a Southern Arizona School District
Author: Harkins, Bradford
Date: 2015-00-00
Type: Journal Articles
Subjects: Inclusion,Attitude Measures,Teacher Attitudes,Attitudes toward Disabilities,Mainstreaming,Elementary School Students,Preschool Teachers,Secondary School Teachers,Special Education Teachers,Administrator Attitudes,School Personnel,Surveys,Disabilities,Focus Groups,Teacher Collaboration,Regular and Special Education Relationship,Likert Scales,School Districts,Faculty Development

Inclusive Education for students with special educational needs is a global phenomenon, a major event of momentous proportions affecting directly and indirectly a significant percentage of the world's population. In response to international and national mandates requiring its implementation, educators everywhere are engaged in the daily task of providing educational services within inclusive general education classroom settings. It is expected that inclusion in the United States will become more prevalent in classrooms across the nation over the next ten years due to progressively more stringent federal and state mandates. In order for inclusion to result in adequate yearly progress for all student subgroups, it is imperative that it be properly implemented. Research has established that a critical component for proper implementation is an understanding of baseline attitudes in regard to inclusive education held by educators. The purpose of this study is to explore the attitudes of pre-K-12 general and special education teachers, school site administrators, school psychologists, paraprofessionals, physical and occupational therapists, speech and language therapists, certified non-teaching, school office staff and special education office staff in a medium sized school district in southern Arizona. This study examines the attitudes held by educators, their foundations of knowledge, attitudes, perceptions, and opinions that shape their attitudes, and potential recommendations for implementation strategies that are predicted to be successful by these educators.
Understanding Parental Engagement in Hispanic Mothers of Children with Autism Spectrum Disorder: Application of a Process-Model of Cultural Competence
Author: Ijalba, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Parent Participation,Hispanic Americans,Parent Attitudes,Disabilities,Immigrants,Cultural Awareness,Mothers,Cultural Influences,Intervention,Autism,Parent Child Relationship,Ethnography,English Language Learners,Special Needs Students,Pervasive Developmental Disorders,Qualitative Research,Interviews

In this study the LEARN process-model of cultural competence was applied with three Hispanic immigrant mothers of children with autism spectrum disorder (ASD). Two main arguments were investigated:. (a) The influence of cultural beliefs on mothers' engagement in their children's education at home, and (b) The inclusion of mothers' cultural beliefs about disability in education plans for their children. This study was contextualized through a review of the literature on cultural competence and traditional cultural beliefs on understanding disability in many Hispanic immigrant families. Results showed that mothers' parental beliefs about disability influenced how they engaged in their children's education. Their engagement was evident through life participation as opposed to academic involvement. The three mothers in this study ascribed their children's disability to cultural beliefs &quot;(mal de viento [wind sickness], susto [fright]&quot;, and &quot;mal de ojo [hurtful gaze])&quot;. These cultural beliefs influenced how mothers engaged with their children and actively supported interventions for autism. Findings are discussed within frameworks of cultural competence, use of skilled dialogue, and ethnographic methodologies when working with culturally and linguistically diverse (CLD) families of children with special needs.
Where Have All the Bilingual Programs Gone?!: Why Prepared School Leaders Are Essential for Bilingual Education
Author: Menken, Kate
Date: 2013-00-00
Type: Journal Articles
Subjects: Bilingual Education Programs,Enrollment Trends,Language of Instruction,English (Second Language),Second Language Learning,English Only Movement,Administrator Role,Administrator Education,Educational Trends,Trend Analysis,Knowledge Level,Bilingual Education,Bilingualism,Principals,Educational Policy,Semi Structured Interviews

Enrollment in bilingual education has declined significantly in New York City in recent years, in spite of state and city policies that support it. To better understand this alarming trend, we interviewed school leaders, particularly principals, who have dismantled their school's bilingual education programs in recent years. We also interviewed school leaders who have managed to preserve their bilingual education programs within the same time period. We examined these leaders' knowledge and understandings about bilingual education and their emergent bilingual students, and their rationale for the respective language education policies they have adopted. Our research points to the very important role of school leaders, particularly principals, in sustaining or eliminating bilingual education. We found that the leaders of what we term &quot;English-only&quot; schools had received no formal pre-service preparation to work with emergent bilinguals, while the leaders of &quot;bilingual&quot; schools in our sample were well prepared. We conclude with a call for greater preparation of all school leaders in New York, including principals, by changing their state certification requirements in order to improve the education of emergent bilinguals through the preservation and expansion of bilingual education.