ethanporcaro/eric-fulltext-meta huggingface dataset:
Powerful Voices and Pens: Developing Critical Stance with Adolescent Literacy in Content-Area Pre-Service Teacher Education
Author: Soares, Lina B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Critical Literacy,Preservice Teachers,Social Influences,Cultural Influences,Adolescent Literature,Pretests Posttests,Questionnaires,Video Technology,Audio Equipment,Interviews,Journal Writing,Grounded Theory,Group Discussion,Reading Materials,Language Arts,Social Studies,Mixed Methods Research

This practitioner-research study investigated the effect critical literacy has on content area preservice teachers' abilities (N = 14) to perceive the sociocultural influences in text. The study further investigated how content area pre-service teachers engage in critical stance during situated reading practices that centered on discussions of young adult literature. Quantitative data were collected on a pre- and post Literary Response Questionnaire (LRQ). Qualitative data collection included videotaped and audiotaped recordings, interviews, and dialogue journals. Results from a paired samples &quot;t test&quot; found there was a statistically significant difference between the LRQ pre- and post survey. Informed by grounded theory, reading young adult literature engaged content area pre-service teachers in critical stance through powerful voices in discussion and pens through dialogue journaling.
Beyond ORF: Student-Level Predictors of Reading Achievement
Author: Canto, Angela I.
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Achievement,Predictor Variables,Grade 3,Elementary School Students,Student Characteristics,Sex,Socioeconomic Status,Reading Fluency,Oral Reading,Decoding (Reading),Grade Repetition,Grades (Scholastic),Attendance,Regression (Statistics),Achievement Tests,Standardized Tests,Emergent Literacy,Reading Tests

This study explored student-level predictors of reading achievement among third grade regular education students. Predictors included student demographics (sex and socioeconomic status (SES), using free and reduced lunch as proxy for SES), direct observations of reading skills (oral reading fluency (ORF) and word decoding skill (nonsense word fluency/NWF), and academic history (number of prior grade retentions (retentions), Reading/Language Arts grades (reading grade), and attendance rate. Hierarchical linear regression results indicated that ORF and reading grade were statistically significant predictors of high-stakes reading achievement for this sample (model R[superscript 2] = 0.631). Results replicated previous findings of the predictive value of ORF, above and beyond economic disadvantage and highlighted the influence of low reading grades as an additional key predictor of poor reading achievement, with effect above and beyond that of ORF alone. [NOTE: The volume number (2) shown on the attached PDF is incorrect. The correct citation information for this document is v23 n2 Fall 2013.]
Teacher Leaders and Equity-Centered Pedagogy: Empowerment and Development through Action Research
Author: Jacobs, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Teacher Leadership,Masters Programs,Empowerment,Action Research,Social Justice,Student Diversity,Equal Education,Graduate Study,Communities of Practice,Documentation,Journal Writing,Interviews

This qualitative research study examined the experiences of five teacher leaders enrolled in an instructional leadership master's degree cohort who engaged in equity-focused action research. Specifically, the study focused on: &quot;How do teacher leaders describe their development as equity-centered leaders after engaging in action research?&quot; Findings point to how teacher leaders became empowered and increased in their confidence to advocate for change. The teacher leaders also discussed the development of an equity-centered teacher leadership pedagogy that included: focusing on beliefs before pedagogy, using an asset-based view of teachers, and valuing voices of color.
Chinese College Students' Self Regulated Learning Strategies and Self-Efficacy Beliefs in Learning English as a Foreign Language
Author: Wang, Chuang
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Metacognition,Learning Strategies,Self Efficacy,Questionnaires,Self Evaluation (Individuals),Foreign Countries,English (Second Language),Second Language Learning,Medicine,Majors (Students),Language Tests,Student Attitudes,Correlation,Statistical Analysis,Asians,Structured Interviews

Chinese college students majoring in medicine participated in this study by completing two questionnaires about their use of self-regulated learning (SRL) strategies and self-efficacy beliefs in studying English as a foreign language. Data on participants' performance on two English written exams and one oral English test were also collected. Statistically significant relationships between the use of SRL strategies, self-efficacy beliefs, and achievement in learning English were noted, providing additional validity information for the scores from the two questionnaires developed in a previous study (Wang &amp; Pape, 2005). Participants' self-ratings of self-efficacy and use of SRL strategies; however, were not high. Students who read articles before reading questions had better performance on English written exams than their counterparts. Implications of the results in a Chinese English instruction context are also discussed.
Preservice Teachers' Observations of Children's Learning during Family Math Night
Author: Kurz, Terri L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Observational Learning,Action Research,Field Experience Programs,Parent Child Relationship,Aptitude Treatment Interaction,Home Study,Parents as Teachers,Active Learning,Inquiry,Educational Change,Questioning Techniques,Student Motivation,Mathematics Activities,Visual Aids,Teacher Educators,Hermeneutics,Phenomenology,Qualitative Research

Family math night can easily be implemented into mathematics methodology courses providing an opportunity for field-based learning. Preservice teachers were asked to develop and implement an inquiry-based activity at a family math night event held at a local school with personnel, elementary children and their parents in attendance. This action research examines what preservice teachers discovered about how children learn mathematics during their interactions with parents and children. Preservice teachers' individual reflections focusing on children's learning were qualitatively analyzed and clustered. In addition, data from teacher educator's observation notes was used to triangulate findings. Four themes were identified in relation to children's needs for promoting learning in mathematics: (1) activity adjustment (2) engagement through guiding and questioning (3) motivational issues and (4) the use of manipulatives and visuals. The event appeared to offer preservice teachers insight into the elements of activities needed to guide children's learning in mathematics.
Development, Validity, and Reliability of the Preservice Teachers' Attitude toward Educational Research (P-TATER) Scale
Author: Gonyea, Nathan E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Educational Research,Attitude Measures,Test Construction,Test Reliability,Test Validity,Rating Scales,Psychometrics,Undergraduate Students,Qualitative Research,Item Analysis,Likert Scales,Questionnaires,Factor Analysis

While there is a growing emphasis on the use of data in educational decision making and research to select educational interventions, there is still limited research on the attitudes of teachers toward research and even less research on preservice teachers' attitudes. Additionally, there are few quantitative instruments designed to measure teachers' attitudes toward research and no instruments to measure preservice teachers' attitudes toward research. The instruments that do exist are of questionable quality. The purpose of the present study was to develop a measure of preservice teachers' attitudes called the Preservice Teachers' Attitudes Toward Educational Research (P-TATER) scale. [Note: The citation provided on the full text (v2 Fall 2013) is incorrect. This article was published in v23 n2 Fall 2013.]
Taxation and Education: Using Educational Research to Inform Coherent Policy for the Public Good
Author: Knoeppel, Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Policy,Taxes,Budgets,Educational Finance,Accountability,Public Education,Financial Support,Educational Legislation,State Legislation

In 2006, following a 30-year trend among the US states to remove the property tax from the revenue for public schools, the South Carolina General Assembly enacted Act 388 which replaced the property tax with a one-cent sales tax. The law decreased the budget capacity of school districts thus impacting educational equity and adequacy. This paper describes key policy makers' and stakeholders' interpretations of the pressure for property tax relief and highlight the importance of policy coherence in education finance, taxation, and accountability.
Improving Metacognition in a College Classroom: Does Enough Practice Work?
Author: Was, Christopher A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Scores,Educational Psychology,Teaching Methods,Tests,Prediction,Student Attitudes,Course Descriptions,Outcomes of Education,Metacognition,Accuracy,Questionnaires

Metacognition is often described as knowledge and control over one's cognitive processes. Models of metacognition often include knowledge monitoring as the foundation of metacognitive skills. The current study was designed to determine whether the ability to accurately assess one's knowledge can increase throughout a semester long course, when students are provided knowledge monitoring practice. Undergraduates enrolled in an educational psychology course were administered 13 exams during the course of a semester and provided a number of opportunities to practice knowledge monitoring. Prior to each exam students were required to predict their exam scores. Calibration (the difference between predicted scores and actual performance) improved over the course of the semester. However, the data also revealed improved calibration might have been an artifact of the data. Put differently, calibration was poor at the beginning of the semester as students were on average overconfident. By the end of the semester, students predicted scores had not changed, but exam scores increased thus improving calibration.
Examining the Relationships among Classroom Goal Structure, Achievement Goal Orientation, Motivation and Self-Regulated Learning for Ethnically Diverse Learners
Author: Shannon, David
Date: 2012-00-00
Type: Journal Articles
Subjects: Correlation,Goal Orientation,Academic Achievement,Metacognition,Structural Equation Models,Learning Strategies,African American Students,Hispanic American Students,Student Motivation,Elementary School Students,Help Seeking,Comparative Analysis,Educational Objectives,Grade 4,Grade 5,Student Surveys,Questionnaires,Multivariate Analysis,Maximum Likelihood Statistics,Statistical Analysis

The purpose of this study was to explore the learning strategies used by ethnically diverse learners and to investigate the relationships among the constructs of classroom goal structure, achievement goal orientation, motivation and self-regulated learning in an ethnically diverse population of fourth and fifth grade learners (n = 396). Goal setting, environmental restructuring, and seeking assistance from adults were described most frequently by this sample of African American and Hispanic elementary students. Correlational analyses revealed moderate positive relationships among the constructs of classroom goal structure, achievement goal orientation, motivation, and self-regulated learning. Further analyses by means of structural equation modeling supported a model depicting positive relationships between classroom goal structure and achievement goal orientation, achievement goal orientation and motivation, and achievement goal orientation and self-regulated learning. Finally, Hispanic students reported higher levels of task structure and task orientation, compared to African American students.
The Complexities of Teaching Prime Decomposition and Multiplicative Structure with Tools to Preservice Elementary Teachers
Author: Kurz, Terri L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Instruction,Mathematical Concepts,Numbers,Concept Formation,Mathematics Skills,Arithmetic,Teaching Methods

Preservice elementary teachers often struggle with prime decomposition and other mathematical topics that correlate with number theory. This paper provides a framework for integrating prime factor tiles into their curriculum with a particular emphasis on prime decomposition. Using this framework, preservice teachers explored and evaluated numbers using prime factor tiles. The results of the exploratory inquiry showed that preservice teachers made some progress in their understanding of prime decomposition after exploring with the tools. However, they struggled with problems requiring the application of prime decomposition. More time to delve into this topic is probably needed in order to observe further gains.
Reading Strategies of Struggling Readers
Author: Chang, Sau Hou
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Difficulties,Grade 1,Grade 2,Elementary School Students,Interviews

The present study investigated the reading strategies struggling readers might consciously rely on when they encountered difficulty. Sixty-one first- and second-grade struggling readers individually participated in a reading interview. The interview included five open-ended questions, and the responses were coded with different &quot;strategies&quot; categories. Results showed that struggling readers were likely to rely on the strategy of examining word parts, consulting outside resources and using context to determine word. Suggested future research and implications for practice were also discussed.
Self and Other: Tensions within Modern Liberal Individualism and Moral Education
Author: Harrist, R. Steven
Date: 2006-00-00
Type: Journal Articles
Subjects: Self Concept,Moral Development,Individualism,Ethics,Moral Values,Theory Practice Relationship,Correlation,Psychological Patterns,Guidelines,Well Being

Contemporary moral education of children in America derives from multiple sources including parents, schools, religious institutions, and the media. Thus, children are commonly confronted with inconsistent, perplexing moral demands. This paper focuses on a bewildering mixed message children receive regarding ethics: American society strongly conveys that both relentless self-interest and genuine selflessness are moral imperatives. For example, the economic system promotes self-indulgent consumerism and competition while at the same time children are admonished to respect and even to love others. These contradictory messages emerge from an ethical framework, often termed &quot;liberal individualism,&quot; which offsets an emphasis on self-interest with an ethical view of human beings as having dignity and inherent rights. The tension between the ethical poles of radical self-interest and significant commitment to others can be deeply confusing and problematic in practice. In this paper we seek to clarify the paradoxical relationship of the ethical poles of this moral framework and outline some of its implications for psychological theory and practice.
Perceptions about Learning to Read in 2nd-5th Graders
Author: Barksdale, Mary Alice
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Students,Reading Strategies,Student Attitudes,Questionnaires,Influences,Student Surveys,Form Classes (Languages),Helping Relationship,Reader Text Relationship,Memorization,Cohort Analysis,Learning Strategies,Qualitative Research

Perceptions about learning to read were studied in 474 second through fifth graders in three elementary schools. The children were asked to respond in writing to a question about what they would say if they were asked to help someone learn to read. Initially, the responses were analyzed qualitatively by identifying themes and categories; further analyses involved numerical comparisons between themes. The most common responses were about sounding words out, affirmative offers to provide help and recommendations for learning to read, and text choices; few answers reflected the importance of meaning or the role of comprehension in reading.
Re-Examining ESL Programs in Public Schools: A Focus on Creole-English Children's Clause-Structuring Strategies in Written Academic Discourse
Author: Clachar, Arlene
Date: 2006-00-00
Type: Journal Articles
Subjects: English Language Learners,Second Language Instruction,English (Second Language),Second Language Programs,Program Evaluation,Public Schools,Creoles,Children,Nonstandard Dialects,Academic Discourse,Writing (Composition),Language Usage,Phrase Structure,Discourse Analysis,Structural Linguistics,Written Language,High School Students,Grade 11,Difficulty Level,Writing Difficulties,Native Language

The goal of the study was to compare the literacy challenges faced by children who speak nonstandard dialects of English and for whom Standard English is a &quot;second dialect&quot; with challenges faced by children for whom Standard English is a &quot;second language.&quot; The study focused on the extent to which discourse patterns in the Creole-English speech community and, concomitantly, in the children's linguistic repertoire, are reflected in their registers of academic writing. More specifically, the study examined how challenges related to clause structure (a register feature of academic writing) manifest themselves in Creole-English children's writing compared with the clause-structuring challenges faced by ESL children. Findings indicated that Creole-English-speaking children used more paratactic-hypotactic clause structures typical of spoken or conversational discourse in their writing than their ESL counterparts. The linguistic structure of English-based Creoles as well as the particularities of the creole continuum were purported to contribute to the higher frequency of paratactic and hypotactic clauses in the Creole-English children's academic expository essays.
How Teachers' Perceive Principal Supervision and Evaluation in Eight Elementary Schools
Author: Range, Bret G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Supervision,Teacher Evaluation,Principals,Teacher Surveys,Online Surveys,Beginning Teachers,Experienced Teachers,Trust (Psychology),Teacher Administrator Relationship,Urban Schools,Statistical Analysis,Feedback (Response),Observation,Administrator Behavior

The purpose of this study was to understand teachers' perceptions regarding principals' supervision and evaluation in eight high-performing elementary schools. An online survey was sent to teachers in select elementary schools and findings suggest principals engaged in all seven supervision and evaluation constructs measured, with teachers rating the concept of differentiated supervision and evaluation the lowest. Additionally, there were notable differences in how novice teachers viewed the seven supervision and evaluation constructs when compared with more experienced teachers. Analysis of open-ended items suggested teachers had high levels of trust in their principals based on positive feedback and routine observations, which increased feelings of shared instructional leadership within the schools. [NOTE: The volume number (2) shown on the attached PDF is incorrect. The correct citation information for this document is v23 n2 Fall 2013.]
Bilingualism, Cultural Transmutation, and Fields of Coexistence: California's Spanish Language Legacy
Author: Garcia, Sara
Date: 2006-00-00
Type: Journal Articles
Subjects: Bilingualism,Immigrants,Spanish Speaking,Multilingualism,Mexican Americans,Hispanic Americans,Language Acquisition,English (Second Language),Second Language Learning,Native Language

This is an historical analysis of English Only programs in California and their impact on bilingualism as a natural acquisition process. Factors that propagate bilingualism such as a continual flow of Spanish speaking immigrants, and social, economic and ethnic isolation, are delineated for theorizing about key aspects of multilingualism, the persistence of Spanish/English bilingualism and cultural nuances of language behaviors as a foundation for cross-cultural understanding. Since the turn of the 20th century there has been a strong shift from Spanish as the official language of law and policy to English in the State of California. The most widely used language other than English has been Spanish. At the beginning of the 21st century it has been projected that Spanish speaking Latinos in the State of California will constitute 43% of the States' population by 2020. This analysis will posit a reconceptualizing of bilingualism for the States' Spanish language speakers and a redefinition of a multinational and global cultural identity that transcends boundaries of nationalistic constructs imposed historically.
Integrating Culture into Education: Self-Concept Formation in Alaska Native Youth
Author: Morotti, Allan
Date: 2006-00-00
Type: Journal Articles
Subjects: Alaska Natives,Youth Opportunities,Self Concept,Concept Formation,Cultural Education,Integrated Curriculum,Curriculum Enrichment,Indigenous Knowledge,Indigenous Populations,Minority Groups,Culturally Relevant Education,Educational Practices

Very few studies have specifically addressed the formation of self-concept in the Alaska Native, or how the relationship between culture and education ultimately impacts its development. Most often, this phenomenon is mentioned in passing and is contained within the context of a larger study (e.g., an ethnography). While the discussion of the ideas that follows is framed primarily within an Alaskan context, it is proposed that the ideas are representative of issues present in the education of all minority and indigenous youth.
The Creation and Support of Dialogic Discourse in a Language Arts Classroom
Author: Sosa, Teresa
Date: 2013-00-00
Type: Journal Articles
Subjects: Language Arts,Discourse Communities,Urban Schools,Grade 8,Social Environment,Discussion (Teaching Technique),Classroom Observation Techniques,Discourse Modes,Teaching Methods,Educational Practices

This exploratory study examined the complexity and interrelatedness of dialogic discourse, disciplinary literacy, and the social environment necessary for student learning. Taking place in an urban school in a large Midwestern city, analysis of three 8th grade language arts lessons indicated that dialogic discussion was sustained and supported by a social environment signifying third space and that conversations must be situated within the disciplinary specific demands for learning. This work offers deeper understandings of the contextual and relational dimensions of educational teaching and learning with implications for teacher education.