ethanporcaro/eric-fulltext-meta huggingface dataset:
Ted, Expecting Us
Author: Cushman, Kathleen
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Principles,Change Agents,Partnerships in Education,Mentors,Expectation

In a roomful of people, Ted Sizer always went right to the kids. With merry eyes and delighted smile, he would adjust his tall frame so he could speak directly with the young one. Then he would ask just the right question about what this interesting person was thinking and doing. One could tell that the conversation engaged Sizer completely. He was bringing out the best, both personally and intellectually, in the young person who was talking to him. In this article, the author describes Sizer's quality of "unanxious expectation" which illuminated every action that she saw Sizer take, during the 25 years he guided the Coalition of Essential Schools on its brave and often perilous mission. The CES Common Principle that describes "a tone of decency and trust" captures this quality as a value that must infuse a school if students are to learn to use their minds well. One could also see Sizer's unanxious expectation as he sat listening to teachers puzzle over what material they could give up, in order for students to understand more deeply. One could see it as he nudged district administrators to rethink traditional school structures so that teachers could know every student well. One could see it when he put the weight of his formidable reputation behind the Coalition's visionary upstarts who imagined schooling in completely different forms.
From School to Work: What Is the School's Moral Responsibility?
Author: Rozycki, Edward G.
Date: 2009-00-00
Type: Journal Articles
Subjects: Human Capital,School Restructuring,Labor Market,Education Work Relationship,School Responsibility,School Role,Educational Responsibility,Moral Issues,Predictor Variables,Economic Impact,Elementary Secondary Education,Outcomes of Education

In this article, the author talks about the school's moral responsibility and illustrates the extent that a K-12 school and its staff are responsible for its students' economic success. All school reform is based on a relatively simple model: an intervenor (the reform agent) produces change(s) in certain school variables to cause a change in certain student-outcome variables--in the case discussed here, a student's occupational fitness. The job market is a major influence on student occupational outcomes. It is an economic system's job market that defines the purposes for which schooling outcomes count as "human capital." Here, the author stresses that the perplexing question is not only why educators, schoolteachers in particular, are supposed to have major responsibility for student occupational outcomes, but also why many educators themselves are so eager to accept blame for failures beyond their control. (Contains 2 figures, 1 table and 7 notes.)
Teacher Merit Pay: Is It a Good Idea?
Author: Clabaugh, Gary K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Job Performance,Teacher Evaluation,Credibility,Merit Pay,Government School Relationship,Teaching Conditions,Charter Schools,Competition,Teacher Characteristics,Power Structure,Social Justice

President Obama's education agenda, which unhappily seems to be George W. Bush's program squared, contains two major features that will impact teacher pay and working conditions. The first is that charter schools are to be promoted aggressively. The second is an insistence on teacher merit pay. In this article, the author talks about teacher merit pay and examines whether merit pay could work the same way--as bonuses for brownnosers or favoritism will result in unfair competition for merit pay. The author discusses the idea behind merit pay and describes one undesirable aspect of merit pay, which is increasing competition and decreasing cooperation among teachers. (Contains 4 notes.)
New Possibilities for a New Era: Research-Based Education for Equality and Excellence
Author: Gunzelmann, Betsy A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Comparative Education,Performance Factors,Financial Support,Federal Aid,Government Role,Excellence in Education,Educational Change,Educational Improvement,Theory Practice Relationship,Equal Education,Educational Methods

Despite many renewed possibilities for U.S. schools, fixing them remains a multifaceted problem. Clearly focusing on improving education for all American children requires a comprehensive understanding of global issues that will impact their future, along with cutting-edge interdisciplinary research from neuroscience, psychology, pediatrics, and education. Gains made in brain-based research and global education studies can directly influence delivery approaches within classrooms and teacher education programs. Educators are beginning to bridge the divide between education research and practice, an initiative that offers hope for real change. Research on global education is beginning to reveal why many U.S. students are lagging behind their counterparts in other countries. Most of those countries' curricula, teaching approaches, and teacher-preparation programs are "based upon research" and "equally available to all children." Their resources, both in school and out of school, are "strongly supported by government funding." The Forum for Education and democracy (2008) has called the U.S. education system one of the most inequitably funded of any industrialized nation. In this article, the author focuses on research-based education for equality and excellence in the U.S., and looks briefly at the curriculum and how it is taught. Some recommended changes within teacher education programs in the U.S. are presented. (Contains 1 note.)
The Global Aspects of Brain-Based Learning
Author: Connell, J. Diane
Date: 2009-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Brain,Educational Strategies,Learning Strategies,Theory Practice Relationship,Emotional Intelligence,Educational Principles,Teacher Education Curriculum,Classroom Techniques,Global Approach,Neuropsychology,Student Diversity

Brain-Based Learning (BBL) can be viewed as techniques gleaned from research in neurology and cognitive science used to enhance teacher instruction. These strategies can also be used to enhance students' ability to learn using ways in which they feel most comfortable, neurologically speaking. Jensen (1995/2000) defines BBL as &quot;learning in accordance with the way the brain is naturally designed to learn&quot; (p. 6). Perhaps the most important aspect of BBL is that it encompasses and combines specific types of research-based academic interventions as well as applied aspects of emotional learning. During the past 20 years the field of BBL has grown tremendously. It is reasonable to expect that its research and applications to teaching and learning will continue to expand in the United States and in many countries around the world. The newest multiple intelligence (MI) brain research has threefold advantages: first, it provides educators access to brain research to make academic brain-based connections to teaching and learning. Second, it allows educators to design classroom and school environments that accommodate a growing diverse group of student learners. Finally, it is becoming clear that BBL research and strategies provide a solid foundation for educators around the world to create successful Learning and the Brain Communities, a type of &quot;community&quot; based upon two principles: (1) creating a learning atmosphere that intentionally welcomes and accepts all learners and (2) using effective, research-based academic BBL strategies to enhance student learning.
Brain-Compatible Teaching and Learning: Implications for Teacher Education
Author: Radin, Jean L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Schools of Education,Teacher Effectiveness,Brain,Higher Education,Educational Practices,Instructional Effectiveness,Teacher Education,Literature Reviews

University schools of education are challenged to prepare future teachers using best practices. Knowledge of brain research helps provide one piece of a multidisciplinary conceptual framework for educators as they articulate and enhance effective teaching. This qualitative study discovered recommendations for the best brain-compatible instructional characteristics from the current literature, and it investigated to what extent exemplary secondary teachers incorporate those characteristics into teacher preparation programs and classroom practice. Findings indicate that, although the exemplary teachers could be labeled &quot;brain-compatible,&quot; gaps exist in their ability to articulate their successful techniques. Recommendations include incorporating brain research within teacher preparation courses.
Listening to Music: Helping Children Regulate Their Emotions and Improve Learning in the Classroom
Author: Foran, Lucille M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Behavior Problems,Music,Disabilities,Memory,Brain,Special Education Teachers,Self Control,Emotional Response,Young Children,Music Therapy,Head Injuries,Neurological Impairments,Behavior Modification,Posttraumatic Stress Disorder

Early education teachers are familiar with using music and rhythm as tools for learning language and building memory. However, the potential of music to help across all special education settings is largely unexplored. Work with music has been widely judged helpful in cases of psychological trauma, yet people do not know why it is helpful. The origins of music as an emotional experience, how it is processed in the brain, and why it stays in the memory so long remain largely a mystery. For children and adolescents who have experienced trauma, the resulting impact on the brain is connected with difficulties in emotional regulation, behavior problems, poor concentration, and deficits in verbal memory. Special educators who work with traumatized children need to understand the neurological underpinnings of their students' behavioral and learning challenges and how to enhance their learning potential. This paper will explore various uses of music to enhance emotional regulation and improve learning in children with severe or chronic trauma.
Statistical Indicators for Religious Studies: Indicators of Level and Structure
Author: Herteliu, Claudiu
Date: 2009-00-00
Type: Journal Articles
Subjects: Religion Studies,Statistical Analysis,Data Analysis,Religious Cultural Groups,Information Dissemination

Using statistic indicators as vectors of information relative to the operational status of a phenomenon, including a religious one, is unanimously accepted. By introducing a system of statistic indicators we can also analyze the interfacing areas of a phenomenon. In this context, we have elaborated a system of statistic indicators specific to the religious field, which highlights the manner of positioning, evolving, interfering and manifesting of this field in society. (Contains 1 figure and 7 endnotes.)
The Impact of Financial Crisis on the Quality of Life
Author: Rova, Lindita
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Life,Living Standards,Community Involvement,Quality of Life,Measures (Individuals),Economic Factors,Measurement,Family Income,Medical Services,Insurance,Questionnaires,Foreign Countries,Employment

The quality of life is a relatively new concept, which is continually changing and for which there is not yet a wholly satisfactory definition. The quality of life involves human, social-economic and health characteristics. The manifold nature of the quality of life led to the development of various patterns for measuring it. The quality of life is determined by subjective and objective indices and this allows us to have a clearer overall picture of it. The aim of this research paper is to measure the standard of living based on six main levels determined by the European Foundation for the Improvement of Living and Working Conditions-Eurofound: 1. Employment; 2. Total income; 3. Family &amp; Home; 4. Social life &amp; Community involvement; 5. Medical care &amp; health security insurance and 6. Knowledge &amp; education. A very interesting part of the paper is the research into the impact of economic crisis on the quality of life. The study is based on a questionnaire which is filled by 200 persons living in Gjirokastra and Saranda. The analysis of the results from the questionnaire is carried out employing the logistic regress method. (Contains 3 tables and 8 figures.)
First Nations Educational Governance: A Fractured Mirror
Author: Carr-Stewart, Shiela
Date: 2009-12-10
Type: Journal Articles
Subjects: Educational Objectives,Educational Finance,Outcomes of Education,Governance,Foreign Countries,Educational Policy,Federal Legislation,Federal Indian Relationship,Ancillary School Services,Resource Allocation,Canada Natives,American Indians,Indigenous Populations,Educational Equity (Finance)

The Constitutional Act 1867 established a dual system of education in Canada--provincial authority and federal responsibility for First Nations' education. As a part of its treaty obligations, Canada agreed to provide western schools and services equitable with that provided by provincial systems (Morris 1880/1991). The authors argue that the federal system of education for First Nations children has only a surface similarity with the provincial systems. The fractured federal approach to First Nations education--lack of a governance system, educational policy, limited second level services and funding inequities--contributes to dissimilar educational services and inhibits First Nations' student learning and effective educational outcomes.
Quality from a Toddler's Perspective: A Bottom-Up Examination of Classroom Experiences
Author: Hallam, Rena
Date: 2009-00-00
Type: Journal Articles
Subjects: Caregivers,Toddlers,Child Care,Teaching Methods,Educational Quality,Caregiver Child Relationship,Aptitude Treatment Interaction,Interaction Process Analysis,Protocol Analysis,Classroom Environment,Classroom Observation Techniques,Classroom Research

Defining and measuring quality in group care settings has become a central issue in the field of early care and education in the United States, particularly as states develop systems to improve child care quality. Most research and policy definitions of quality rely on a top-down perspective focusing on structural and environmental features of the child care context. This pilot study, based on Lilian Katz's multidimensional framework of child care quality (Phi Delta Kappan, 76(3), 200-206, 1994), documents the social ecology of individual toddlers' experiences in one classroom, in relation to a global quality measure of the same classroom. Research questions were (1) What is the frequency of teacher-child interaction in the target child care classroom for each of the four focus children? (2) Does teacher-child interaction vary by classroom context? (3) How does focal child interaction data compare with a global measure of classroom quality? Findings included low levels of interaction between the individual toddlers and the caregivers throughout the classroom day. This multi-method approach illuminates the complexity of measuring quality and the potential value of considering children's daily experiences as an important element of quality assessment. (Contains 4 tables and 3 figures.)
Sailing through Stormy Seas: An Israeli Kindergarten Teacher Confronts Holocaust Remembrance Day
Author: Brody, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Feedback (Response),Group Discussion,Kindergarten,Preschool Teachers,Foreign Countries,Death,History,Emotional Disturbances,Mass Media,Developmentally Appropriate Practices,Video Technology,Teaching Methods,Interviews,Personal Narratives,Teacher Attitudes,Educational Strategies,Reflective Teaching,Parent Attitudes

The young child's exposure to disaster and trauma through the media or in the social milieu poses a challenge for the early childhood educator who is faced with responding and educating in a developmentally appropriate manner. In the case of public commemoration of a national disaster, the classroom implications are seemingly unavoidable. This investigation is a case study of an Israeli kindergarten teacher's dealing with Holocaust Remembrance Day. In this situation, society at large has assigned the role of cultural mediator to the preschool teacher who must explain to the children the significance of the day and prepare them for the day's central event--standing silently during a 2-minute siren. In order to tap the teacher's pedagogic reasoning, a narrative methodology was employed, including the video filming of the group discussion on Holocaust Remembrance Day and the recording of a narrative interview 2 weeks later. The data revealed a carefully strategized plan to provide information to the children without frightening them and to prepare them for their participation in the national mourning event. Of central concern to the teacher was the children's understanding of why this commemorative day was established, which led her to provide information about the enormity of the disaster. On the other hand, she managed to avoid question asking by the fast pacing of her lesson. Her reflective assessment of her successful resolution of the pedagogic dilemmas includes positive feedback from parents and her observation of the calmness of the children during the day. (Contains 3 notes.)
Color as a Semiotic Resource in Early Sign-Making
Author: Kabuto, Bobbie
Date: 2009-00-00
Type: Journal Articles
Subjects: Young Children,Color,Semiotics,Signs,Media Literacy,Bilingual Students,Parent Role,Research,English,Japanese,Classification,Childrens Writing

This parent-research article juxtaposes two theoretical frameworks in support of an analysis of a young child's uses of color in her sign-making; that is, in her efforts at writing and drawing. Perspectives from both social semiotics and the idea of literacy learning as social practice frame the examination and interpretation of the early sign-making of the child, who speaks both English and Japanese. The data sources include observations, reflective notes, transcribed audio recordings, and writing and drawing artifacts collected in the home when the child was between the ages of 3 and 7 years. This article reports how color served the child as an immediate resource for classifying, discriminating, and associating between the attributes of different objects and concepts in her written and pictorial representations. Color enabled her to identify and disambiguate objects and ideas within the signs that she produced. These findings call attention to the complexities of how children become literate, particularly the ways in which they may take active roles in that process, making decisions about the modes and tools they will use to represent ideas and concepts in their sign-making. The article concludes with a discussion of implications regarding approaches to children's writing and drawing in contemporary early childhood classrooms. (Contains 1 table and 11 figures.)
Exposure to Media Violence and Other Correlates of Aggressive Behavior in Preschool Children
Author: Daly, Laura A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Play,Prosocial Behavior,Violence,Aggression,At Risk Students,Preschool Children,Program Content,Multiple Regression Analysis,Mass Media Effects,Correlation,Antisocial Behavior,Television Viewing,Self Control,Parent Influence,Age Differences,Mothers,Family Environment,Gender Differences,Fathers,Verbal Communication,Observation

This article examines the play behavior of 70 preschool children and its relationship to television violence and regulatory status. Linear regression analysis showed that violent program content and poor self-regulation were independently and significantly associated with overall and physical aggression. Advanced maternal age and child age and better self-regulation were independently and significantly associated with prosocial behavior. According to t-test analysis, two other statistically significant factors associated with overall aggression were gender and the lack of a father figure in the home. Analysis of t-tests showed a statistically significant relationship between children who watched violent content alone and verbal aggression. Multiple regression analysis established that poor self-regulation was the biggest predictor of overall aggression and that overall aggression was significantly related to gender. Results suggest limiting the amount of violent programming that preschool children see. Results also indicate that children benefit from interactive regulatory support. (Contains 5 tables.)
Interlimb Coordination: An Important Facet of Gross-Motor Ability
Author: Bobbio, Tatiana
Date: 2009-00-00
Type: Journal Articles
Subjects: Test Items,Young Children,Psychomotor Skills,Motor Development,Movement Education,Human Body,Disability Identification,At Risk Students,Developmental Delays

Motor development attains landmark significance during early childhood. Although early childhood educators may be familiar with the gross-motor skill category, the subcategory of interlimb coordination needs greater attention than it typically receives from teachers of young children. Interlimb coordination primarily involves movements requiring sequential and simultaneous use of both sides of the body with a high degree of "rhythmicity." This article provides a brief overview of the literature on interlimb coordination and describes the development of interlimb coordination in young children. It also provides examples of potential test items and activities that early childhood educators can use to help identify children with coordination problems and to help design a movement program for all children that addresses the development of interlimb coordination. (Contains 2 tables.)
"And Then a Huge, Huge Giant Grabbed Me!" Aggression in Children's Stories
Author: Bacigalupa, Chiara
Date: 2009-00-00
Type: Journal Articles
Subjects: Play,Aggression,Fantasy,Conflict,Young Children,Story Telling,Psychological Patterns,Age Differences,Child Development,Interpersonal Relationship,Kindergarten,Gender Differences

Children's stories, like children's play, often contain aggressive elements. This research study identified the themes and ideas that children between the ages of 2 and 6 years old included in 290 dictated stories with aggressive elements. Among the stories that contained aggressive elements, 42% were dictated by girls, and 57% were dictated by boys. Although stories dictated by older children (4 to 4.5 years old) were more likely to contain aggression, age did not seem to be a significant factor in the preschooler's interest in telling stories with aggressive content. Quantitative and qualitative analyses indicated that children mostly attributed aggressive acts to fantasy characters, and they set aggressive action within fantasy situations. In addition, children did not usually dwell on the details of the aggressive acts they portrayed. Analysis of these stories suggests that rather than expressing an unhealthy preoccupation with aggression or an alarming indifference to the consequences of aggressive behavior, these young children often showed a remarkable ability to keep aggression within appropriate boundaries and a profound lack of interest in the details of the aggressive acts they referenced. Stories provide opportunities for adults to help children develop an understanding of the consequences of aggressive behavior and to reinforce distinctions between appropriate and inappropriate real-life strategies for dealing with interpersonal conflict. (Contains 1 table and 2 figures.)