ethanporcaro/eric-fulltext-meta huggingface dataset:
Unlocking the Research on English Learners: What We Know--and Don't Yet Know--about Effective Instruction
Author: Goldenberg, Claude
Date: 2013-00-00
Type: Journal Articles
Subjects: English Language Learners,English (Second Language),State Standards,Teaching Methods,Instructional Effectiveness,Literacy,High Stakes Tests,Native Language,Academic Achievement,Content Area Reading,Knowledge Base for Teaching,Language of Instruction,Educational Research

Challenges are bound to arise as the vast majority of states strive to help English learners meet the Common Core State Standards. In calling for students to read complex texts, these new standards place an even greater emphasis on content knowledge and literacy skills than prior state standards. This review of available research will help educators bolster the efforts of English learners to understand more-demanding academic content as they also learn English. (Contains 58 endnotes and 9 footnotes.)
English Language Development: Guidelines for Instruction
Author: Saunders, William
Date: 2013-00-00
Type: Journal Articles
Subjects: Language Acquisition,English Instruction,Guidelines,English Language Learners,Educational Strategies,Instructional Innovation,Instructional Effectiveness,Teaching Methods,Best Practices,Literature Reviews,Language Proficiency,Second Language Instruction,English (Second Language)

Having reviewed several bodies of research, the authors provide 14 guidelines for educators to help English learners (ELs) make greater strides in learning English. These guidelines are: (1) Providing English Language Development (ELD) instruction is better than not providing it; (2) ELD instruction should continue at least until ELs attain advanced English language ability; (3) The likelihood of establishing and sustaining an effective ELD instructional program increases when schools and districts make it a priority; (4) A separate, daily block of time should be devoted to ELD instruction; (5) English learners should be carefully grouped by language proficiency for ELD instruction, but they should not be segregated by language proficiency throughout the rest of the day; (6) ELD instruction should explicitly teach forms of English (e.g., vocabulary, syntax, morphology, functions, and conventions); (7) ELD instruction should emphasize academic language as well as conversational language; (8) ELD instruction should incorporate reading and writing, but should emphasize listening and speaking; (9) ELD instruction should integrate meaning and communication to support explicit teaching of language; (10) ELD instruction should be planned and delivered with specific language objectives in mind; (11) Use of English during ELD instruction should be maximized; the primary language should be used strategically; (12) ELD instruction should include interactive activities among students, but they must be carefully planned and carried out; (13) ELD instruction should provide students with corrective feedback on form. (Based on hypotheses emerging from recent EL research); and (14) Teachers should attend to communication and language-learning strategies and incorporate them into ELD instruction. (Contains 93 endnotes and 2 footnotes.)
Lighting the Way: The Reading Panel Report Ought to Guide Teacher Preparation
Author: Rickenbrode, Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Instruction,Phonemic Awareness,Phonics,Reading Fluency,Vocabulary Development,Reading Comprehension,Teacher Education Curriculum,Teacher Education Programs,Check Lists,Instructional Effectiveness,Teacher Effectiveness,Elementary School Teachers,Pedagogical Content Knowledge,Reading Research,Academic Standards

In 2000, the National Reading Panel report identified five essential components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Yet a new study of university-based teacher preparation programs finds that few cover these components, leaving teachers without research-based expertise. (Contains 2 tables, 15 endnotes, and 3 footnotes.)
Talking to Learn across Classrooms and Communities
Author: Salas, Spencer
Date: 2013-00-00
Type: Journal Articles
Subjects: Models,Discussion (Teaching Technique),Vignettes,Teaching Methods,Role Playing,Listening Skills,Classroom Communication,English (Second Language),Second Language Instruction,Second Language Learning,Imagery,Learning Activities

The authors of this article propose structured and focused classroom discussion to engage students in thoughtful dialogue. They present a model for principled discussion and suggest ways to engage students in focused discussions drawing from their experiences, offering guidance for helping students make the most of the dialogue sessions. The article concludes with three formats for classroom dialogue--gallery walk, rating agreement/disagreement, and scenarios for role play. (Contains 2 figures.)
Seeking Mutual Benefit: University and Districts as Partners in Preparation
Author: Petti, Amy D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Qualitative Research,Case Studies,Partnerships in Education,Universities,School Districts,Teachers,Unions,Administrator Role,Principals,Professional Development Schools,Faculty Development,Preservice Teachers,Teacher Education,Teacher Placement,Teacher Effectiveness,Participative Decision Making,Instructional Leadership,Researchers,Federal Legislation,Educational Legislation

This article reports the research findings of a qualitative study thatemploys case study research methods to examine a newly-formed university-district-teacher union partnership. Examination of the question ''How do we better prepare teachers'' led to the formation of a university-district-association (teacher union) partnership, which led to a new question: How do the roles of principal and liaison in a Professional Development School affect pre-service and tenured teacher learning? The school-university partnerships' mission was to design a mutually beneficial program of teacher preparation and tenured teacher professional development. Findings determined that there were significant perceived mutual benefits; notable benefits for the school partner appeared in the unexpected roles of tenured teacher, principal, and liaison. The study's finding have implications for the universities that prepare teachers, teaching practitioners, school and district leaders, and even state and national policy makers. (Contains 1 table.)
A Dialogic Construction of Ethical Standards for the Teaching Profession
Author: Smith, Deirdre Mary
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethics,Teaching (Occupation),Foreign Countries,Teachers,Parents,Students,Caring,Integrity,Trust (Psychology),Interpersonal Relationship,Interpersonal Communication,Qualitative Research,Statistical Analysis,Standards,Focus Groups,Questionnaires

In Ontario, Canada, both the educational community and the public, which is understood to include parents, students and citizens of the province, participated in a multi-phased, longitudinal, dialogic inquiry to develop a set of ethical standards for the teaching profession. Collective discovery methods, syntheses, and validation of ethical dimensions, which produced qualitative and quantitative data, resulted in the construction of a commonly acknowledged framework of ethical standards and ethical practice for educators by both the teaching profession and the public. Based on the data, the author identified four core ethical standards: care, integrity, respect, and trust, with each ethical standard's having an array of associated ethical principles. (Contains 3 figures and 2 notes.)
Teacher Reflection: Supports, Barriers, and Results
Author: Jaeger, Elizabeth L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Barriers,Educational Practices,Reflection,Reflective Teaching,Transformative Learning,Teacher Education Programs,Teacher Characteristics,Learning Activities,Teacher Effectiveness,Teaching Methods,Teaching Styles,Knowledge Base for Teaching,Teacher Competencies,Field Experience Programs,Supervision,Teaching Skills,Best Practices

In the context of rapidly changing classroom environments, it is crucial that teachers be able to make appropriate decisions. Those teachers who reflect on their practice, particularly while they are teaching (what Schon terms reflection-in-action), are best able to do so. It is the intent of this article to investigate the role of teacher reflection in professional practice. A number of activities commonly found in teacher education programs facilitate the development of reflective behavior and include composing journal entries, audio- or videotaping lessons for the purpose of analysis, and interacting with supervisors and mentor teachers. There are, however, certain barriers to reflection related to the personal characteristics of the teacher and to faults in the structure of school systems. Of greatest concern is whether reflective practices result in better teaching and improved educational outcomes. This issue has not yet been resolved and further research is necessary.
An Initial Investigation into the Mathematical Background of Those Who Pass the CSET for Mathematics
Author: Berglund, Jorgen
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Competencies,Mathematics Instruction,Teacher Qualifications,Teacher Education,Secondary School Mathematics,Federal Legislation,Educational Legislation,Algebra,Number Concepts,Geometry,Statistics,Probability,Calculus

Faced with a chronic shortage of single-subject mathematics teachers and a directive from the federal legislation &quot;No Child Left Behind&quot; that all students are taught by highly qualified teachers, California instituted a new subject-matter competency exam, the California Subject Exam for Teachers for Mathematics (CSET), and created a new Single-Subject Credential in Foundational-Level Mathematics. An initial investigation indicates that many teacher candidates who have passed the CSET and have entered single-subject mathematics credential programs have taken few university-level mathematics classes, which raises the question of whether they have the appropriate mathematical content knowledge to teach secondary mathematics. (Contains 4 tables.)
Role-Playing in an Inclusive Classroom: Using Realistic Simulation to Explore Differentiated Instruction
Author: Martin, Peter Clyde
Date: 2013-00-00
Type: Journal Articles
Subjects: Role Playing,Inclusion,Individualized Instruction,Individualized Education Programs,Teacher Educators,Preservice Teachers,Academic Standards,Student Diversity,Special Needs Students,Teacher Responsibility,Intervention,Feedback (Response),Reflection,Teaching Methods,Scaffolding (Teaching Technique),Simulation

One of the major hurdles in preparing preservice teachers to differentiate instruction has been that they tend not to see much differentiated instruction in actual classrooms (Benjamin, 2002; Tomlinson, 1999). There always may be a contradiction in wanting to promote change in instructional practices while, at the same time, relying on a teacher education concept that is based on modeling by established teachers. The problem is especially obvious in the area of differentiated instruction because the practice is embedded in the contextual factors and dynamics of a classroom (Lawrence-Brown, 2004). As teacher educators, we rely on students to learn how to differentiate instruction through observation, mentoring, trial-and-error, and even differentiation that is inconsistently practiced in the schools where we place them (McBride, 2004). It is an important contradiction to resolve, as there is ample evidence to suggest that differentiating instruction allows us to better address the needs of our students, especially in the context of universal standards (Anderson, 2007; McTighe &amp; Brown, 2005; Subban, 2006). Given the demographic trends in our public schools, our increasingly explicit focus on addressing student diversity, the strict legal mandates to properly serve students considered to have special needs, the ongoing drive toward inclusion, and efforts to hold teachers responsible for the test scores of individual children, the lesson, &quot;mostly, differentiating means ignoring,&quot; is troubling and runs counter to everything that we want our future teachers to learn. While, as teacher educators, we may speak to our students about the need to differentiate, this is not followed up in actual instruction, which is not differentiated in the ways that we propose. Thus, the concern is what we can do to ensure a focus on differentiated instruction in practice without relying entirely on actual classroom settings. This article provides a review of the literature on differentiated instruction and describes interventions that have been implemented in the context of the author's two intensive one-year master's programs that lead to teacher certification in elementary and secondary education. (Contains 1 table and 1 figure.)
&quot;Miss, I Am Not Being Fully Prepared&quot;: Student-Teachers' Concerns about Their Preparation at a Teacher Training Institution in Jamaica
Author: Roofe, Carmel G.
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Academic Discourse,Outcomes of Education,Academic Achievement,Focus Groups,Student Teacher Attitudes,Student Teachers,Educational Quality,Curriculum Design,Teacher Effectiveness,Teaching Methods,Self Efficacy,Educational Attitudes,Teacher Competencies,Course Content,Educational Resources

The issue of teacher preparation continues to occupy academic discourse relating to student outcomes and student achievement (Stronge, Ward &amp; Grant, 2011). Research has supported the view that there is an inextricable connection between student outcomes, quality of teaching and teachers, and teacher preparation (Darling-Hammond 2005; Grover 2002). Similarly, theories about students' self efficacy beliefs (e.g. Bandura, 1977; Dweck, 2000) and Institutional Habitus (Bourdieu,1977) have been advanced in relation to students' study experience, motivation and coping mechanisms. Using data from a focus group comprising 30 third year students enrolled in a four year teacher training programme in Jamaica, this paper discusses student-teachers' concerns about their training. The main findings from this small scale exploratory study indicated that student teachers' concerns were about the quality of teaching and teachers, curriculum organisation, content and delivery, and resources. (Contains 1 table.)
The Moral Imagination in Pre-Service Teachers' Ethical Reasoning
Author: Chapman, Amy
Date: 2013-05-00
Type: Journal Articles
Subjects: Ethics,Preservice Teachers,Moral Values,Knowledge Base for Teaching,Learning Experience,Moral Issues,Decision Making,Student Attitudes,Standards,Caring,Interpersonal Competence,Reflection,Imagination,Thinking Skills,Foreign Countries,Skill Development,Emotional Response

This paper will discuss findings from a teaching project pilot study designed to investigate the ways in which pre-service teachers understand and reason through ethical tensions perceived to arise during their final professional experience situation. The project utilised an assessment strategy based on the &quot;community of inquiry&quot; model to document the ways in which pre-service teachers understand and reason through ethical tensions perceived to arise in their profession. Whilst there is significant research examining the
pedagogical development of pre-service teachers' knowledge and skills after their internship experience, there is little research examining their experience of ethical tensions, nor ways to further enhance pre-service teachers' ethical reasoning. This research aims to provide points of reflection regarding how pre-service teachers process and reason through situations and indicates directions learning opportunities more aligned with their experiences and
expressed needs. (Contains 1 table.)
Conceptualising Changes to Pre-Service Teachers' Knowledge of How to Best Facilitate Learning in Mathematics: A TPACK Inspired Initiative
Author: Bate, Frank G.
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Pedagogical Content Knowledge,Preservice Teachers,Mathematics Instruction,Professional Development,Networks,Information Technology,Teacher Education,Educational Change,Teaching Methods,Units of Study,Student Attitudes,Focus Groups,Longitudinal Studies

In 2010, the Australian Commonwealth government initiated an $8m project called Teaching Teachers for the Future. The aim of the project was to engage teacher educators in a professional learning network which focused on optimising exemplary use of information and communications technologies in teacher education. By taking part in this network, participants were afforded opportunities to transform their practice through a range of localised initiatives that applied information and communications technologies to the art and science of teaching and learning. One of these initiatives involved reengineering a university mathematics unit targeted at pre-service teachers. Information and communications technologies were
purposefully embedded using Mishra and Koehler's (2006) Technological, Pedagogical and Content Knowledge model as a conceptual framework. This paper discusses the outcomes of the initiative. Pre-service teachers and staff involved in the unit shared their stories about the changes they had noticed in both their thinking and practice. The results of the initiative were heartening, and it is hoped that the constructs used will translate into other learning areas. (Contains 4 figures and 5 tables.)
Laughing All the Way: Teaching English Using Puns
Author: Lems, Kristin
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Humor,Language Arts,Phonology,Telecommunications,Spelling,Written Language,Language Patterns,English Instruction,English (Second Language),Second Language Learning

Students feel more comfortable in a new language when they understand its jokes. And when the jokes are puns, they build metalinguistic awareness. This article describes four categories of English puns--soundalike puns, lookalike puns, close-sounding puns, and texting puns--and suggests how they can be incorporated into English language classrooms. (Contains 2 tables.)
Education for Sustainability: A Case Study of Preservice Primary Teachers' Knowledge and Efficacy
Author: Effeney, Gerard
Date: 2013-05-00
Type: Journal Articles
Subjects: Case Studies,Elementary School Teachers,Sustainability,Preservice Teachers,Self Efficacy,Knowledge Base for Teaching,Teaching Methods,Foreign Countries,Surveys,Student Attitudes,Pedagogical Content Knowledge,Metropolitan Areas,Environmental Education,Environment,Scores,Statistical Analysis,Preservice Teacher Education,Factor Analysis

This study investigated the relationships between knowledge and efficacy for teaching sustainability in a sample of 266 pre-service primary teachers at a large, metropolitan university in Australia. A survey gathered information about the participant's attitudes and self-efficacy for education for sustainability, along with their perceived and actual knowledge of environmental sustainability issues. The participants typically believed they
were confident in their abilities to engage with education for sustainability with self-efficacy increasing with increased levels of perceived knowledge.
However no relationship was found between perceived knowledge and
actual knowledge which suggests that the participants either do not feel
constrained by their lack of knowledge, or are perhaps unaware of their
actual knowledge of sustainability issues. This lack of relationship may have
implications for the development of pedagogical content knowledge with
pre-service teachers potentially developing shallow, tokenistic approaches
to Education for Sustainability. (Contains 7 tables and 2 figures.)
Teachers' Knowledge of Anxiety and Identification of Excessive Anxiety in
Children
Author: Headley, Clea
Date: 2013-05-00
Type: Journal Articles
Subjects: Knowledge Level,Anxiety,Elementary School Teachers,Symptoms (Individual Disorders),Questionnaires,Elementary School Students,Disability Identification,Foreign Countries,Teacher Role,Definitions,Emotional Response,Cognitive Processes,Physiology,Student Behavior

This study examined primary school teachers' knowledge of anxiety and excessive anxiety symptoms in children. Three hundred and fifteen primary school teachers completed a questionnaire exploring their definitions of anxiety and the indications they associated with excessive anxiety in primary school children. Results showed that teachers had an understanding of what anxiety was in general but did not consistently distinguish normal anxiety from excessive anxiety, often defining all anxiety as a negative experience.
Teachers were able to identify symptoms of excessive anxiety in children by recognizing anxiety-specific and general problem indications. The results provided preliminary evidence that teachers' knowledge of anxiety and anxiety disorders does not appear to be a barrier in preventing children's referrals for mental health treatment. Implications for practice and directions for future research are discussed. (Contains 2 tables.)
Beginning Teachers' Perceptions of Their Pedagogical Knowledge and Skills in Teaching: A Three Year Study
Author: Choy, Doris
Date: 2013-05-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Attitudes,Pedagogical Content Knowledge,Foreign Countries,Teacher Education Programs,Lesson Plans,Teaching Methods,Classroom Techniques,Teaching Skills,Measures (Individuals),Likert Scales,Self Efficacy,Surveys

The purpose of this paper is to investigate the beginning teachers'
perceptions of pedagogical knowledge and skills in teaching in Singapore.
Data was collected from the beginning teachers at three time points: the exit
point of the teacher education programme, the end of their first year and
third year of teaching. In this three year study, the focus is to examine the
beginning teachers' perceptions of their development in the following
teaching related factors: lesson planning, classroom management and
instructional strategies. The results showed that beginning teachers'
pedagogical knowledge and skills increased significantly, but at different
rates, in all three factors at the end of their third year of teaching. It
suggested that learning to teach is an on-going process that begins from the
pre-service teacher education programme and continues into the initial three
years of teaching. (Contains 5 tables.)
&quot;I Am a Pibidiana&quot;: Societal Relations as the Locus of Sustained Development in a Teacher Education Program in Brazil
Author: El Kadri, Michele Salles
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Educational Improvement,Teacher Certification,Teacher Attitudes,Team Teaching,Dialogs (Language),English (Second Language),Second Language Instruction,Language Teachers,Second Language Learning,Interpersonal Relationship,Peer Relationship,Discourse Analysis,Professional Recognition,Beginning Teachers,Educational Practices,Theory Practice Relationship,Case Studies

Many teachers point to the theory-practice gap between university training and their school-based work. Coteaching in conjunction with cogenerative dialoguing as a means of teacher induction has been shown to overcome this gap. In this paper, we articulate teacher development in the praxis-centered (coteaching/cogenerative dialoguing) setting of one Brazilian teacher education program in terms of changing societal relations. We draw on Vygotskij, Leont'ev, and Dewey's ideas on development. The results exhibit the experience of teaching generally and the extant societal relations specifically as the condition for teacher development. Implications for teaching education programs are discussed.