ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Teachers&apos; Encounters with Dual Language Picturebooks
Author: Daly, Nicola
Date: 2022-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Bilingual Instructional Materials,Picture Books,Student Experience,Student Attitudes,Multicultural Education,Criticism,Content Analysis

Our action research explored the potentialities of dual language picturebooks related to language inquiries with preservice teachers. For six weeks, preservice teachers browsed picturebooks featuring English and another language, starting with a familiar language and moving to unfamiliar languages. After browsing, we shared our responses to the books, made connections across books, and engaged in experiences to think about language. Initial comments indicated that readers were not familiar with dual language picturebooks and connected to their own complex personal relationships with language. The preservice teachers engaged in inquiries around audience and book design, including issues such as Indigenous books signalling a resistance to prioritising English as a stance that differed from Spanish-English books where the design signalled a higher status to English. In this article, we discuss our findings using Ruiz's (1984) language-as-resource framework, showing how the preservice teachers used dual language picturebooks to develop their critical awareness of language-as-resource.
Citizenship Education in the United Kingdom: Comparing England, Northern Ireland, Scotland and Wales
Author: Jerome, Lee
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Comparative Analysis,Citizenship,Political Influences,Educational Policy,Curriculum,Elementary Secondary Education

Purpose: In this country case study the authors undertake a comparative analysis of citizenship education across the four nations of the UK. The curriculum and contexts in England, Scotland, Wales and Northern Ireland are first described. Then the article considers how each national example engages with fundamental expectations of citizenship education, specifically in relation to questions of citizenship status and the relationship between citizens and the state; political identity; and active citizenship processes. Approach: Drawing on the authors' collective experience and insights into policy and practice in each nation, we started with a 'generative conversation' to identify key issues for inclusion in this case study. Findings: The article unearths a variety of constraints and problems, and situates these in a broader policyscape in which policy accretion and policy approximation generate a permissive culture, which has undermined the promise of citizenship education as an entitlement for all young people.
Implications of Teachers&apos; Personal Practical Knowledge for Teacher Training Programs: A Case Study of Primary Teachers
Author: Talaee, Ebrahim
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Elementary School Teachers,Pedagogical Content Knowledge,Teacher Educators,Case Studies,Teacher Attitudes,Discourse Analysis,Futures (of Society),Program Development,Program Effectiveness,Teaching Methods,Communication Skills,Theory Practice Relationship,Teacher Student Relationship,Foreign Countries

This study aims to understand teachers' Personal Practical Knowledge to provide future teacher educators with essential points for improving teacher training programs. The study was conducted with six teachers in the primary education context, using narrative inquiry as a qualitative approach. The semi-structured interview with teachers indicated that they had a rich knowledge of factors affecting the success of the teaching profession. As such, data analysis of teachers' transcripts using open, axial, and selective coding resulted in five main themes crucial for future teacher educators to consider for developing effective teacher training programs: (1) Entwined and complicated aspects of teaching, (2) Effective communication is key, (3) Ineffectiveness of theoretical versus practical courses, (4) Being ignored by society, and (5) Losing the dream of being perfect. The paper concludes with implications for the theory and practice in the teacher education field.
Cultivating Capital: Sustaining the STEM Identities of Rural Latinx Youth
Author: De La Torre, Corina
Date: 2022-00-00
Type: Journal Articles
Subjects: Rural Youth,Hispanic Americans,Identification (Psychology),Self Concept,Cultural Capital,Disproportionate Representation,STEM Education,Careers,Adolescent Development,Influences

This paper seeks to explore how rural Latinx students' STEM identity development can be fostered by utilizing their cultural capital. By both a community cultural wealth and science identity model, this paper reviews previous literature to conceptualize how and why rural Latinx youth are continuously underrepresented within STEM education and future career pathways. When forming STEM identities and aspirations for the future, Latinx students draw from six forms of capital- &quot;aspirational,&quot; &quot;linguistic,&quot; &quot;familial,&quot; &quot;social,&quot; &quot;navigational,&quot; and &quot;resistant.&quot; Throughout this paper, we discuss each of these six forms of capital wealth and the value rural Latinx students can bring into STEM educational spaces. Supporting rural Latinx students' STEM identity development is a vital key to the disruption of systemic inequalities that perpetuate societal and institutional spaces. Conclusions drawn from the literature showcase how cultural wealth sustains the development of Latinx students' STEM identities. Future considerations need to focus on the STEM disparities that still exist for this population of students, specifically those in rural communities.
Growing Effective Leaders through an Original Curriculum Design That Is Stewarded by Innovation, Persistence, and Self-Determination: The Old Main STREAM Academy Educational Model
Author: Dial-Deese, Brenda
Date: 2022-00-00
Type: Journal Articles
Subjects: Innovation,Persistence,Self Determination,STEM Education,Art Education,Reading Instruction,Place Based Education,Curriculum Design,American Indians,American Indian Education,Culturally Relevant Education,Counties,College Readiness,Career Readiness,Educational Innovation,School Choice,Charter Schools,Models,Student Development,Student Leadership,School Community Relationship

Using a perspective analysis of curriculum design, we advance the conversation on ways underrepresented and underserved communities can rethink educational design. From an original educational model, we interrupt traditional pedagogy to grow effective community leaders. In this paper, we blend Science, Technology, Reading, Engineering, Arts, and Mathematics (STREAM), Place-Based Education (PBE), the North Carolina Standard Course of Study (NCSCOS), and Connectivity Movements to prepare students who are innovative, persistent, and self-determined. Moreover, the Old Main STREAM Academy educational model represents an approach that blends learning and community. It is important for community researchers to apply ancestral educational best practices within their own communities and homelands. From an ethnographic account, our perspective analysis reveals the need for grassroots folks to design and apply an original, comprehensive curriculum that supports the advancement and instructional well-being of underrepresented and underserved communities.
Education for Democratic Citizenship in Dutch Schools: A Bumpy Road
Author: de Groot, Isolde
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Democratic Values,Citizenship Education,Elementary Secondary Education,Educational Legislation,Educational Policy,Curriculum,Teacher Education,Postsecondary Education,Vocational Education,Educational History,Educational Practices

Purpose: This paper discusses developments in citizenship education policy and practice in the Netherlands, and outlines key challenges as faced by the different stakeholders involved. Design/methodology/approach: Our discussion is based on existing research and policy documents in the Netherlands. The authors, from three Dutch universities, are experts in the field of research on citizenship education. Findings: Promoting citizenship education in primary, secondary and vocational tertiary education in the Netherlands has been challenging, particularly in light of the constitutional freedom of education in the Netherlands. Five issues are discussed in this regard: the contents of CE legislation, the normative character of legal requirements, integration of CE legislation in national curriculum aims, clarifying expectations from schools in teaching CE, and teacher education and professionalization.
How K-12 Educators Perceive Advocacy for the Education Profession in the United States: A Systematic Scoping Review
Author: Lauritzen, Karen
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Advocacy,Elementary Secondary Education,Teaching (Occupation),Literature Reviews

Many educators in the United States are advocates for the education profession; however, little is known about K-12 perceptions of advocacy. This article systematically scoped the literature on the types of articles that have been written on educator advocacy that include information on teacher perceptions and attitudes. A systematic scoping literature review, combined descriptive synthesis, and textual narrative synthesis were completed. A total of 9,051 articles were identified by the search strategy. Of these, 18 were included for analysis and synthesis. Twelve articles were qualitative, three were mixed methods, and three were quantitative. Articles were categorized according to research objective types, educator population types, and occurring themes. This systematic scoping review revealed gaps in the literature on the subject. Gaps included studies with small sample sizes generally limited to single academic institutions or locations. Additionally, most study results were not generalizable to larger populations, and no studies were written solely to determine educators' perceptions of advocacy for the education profession. Studies that used quantitative methods had the highest quality and validity, and the highest quality qualitative studies were those that used multiple qualitative methods. Future studies would benefit from focusing on educators' perceptions of advocacy for the education profession to determine what might motivate educators to be advocates.
&quot;It&apos;s Not Intentional&quot;: Contradictions in Culturally Responsive Teaching
Author: Dyches, Jeanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Educational Practices,Elementary Secondary Education,High School Teachers,Grade 12,Language Arts,English Instruction,Classroom Environment,Consciousness Raising,Interpersonal Competence,Political Attitudes,Equal Education,Curriculum Development,Educational Strategies

Culturally responsive instruction scholarship often presents a binary standard that teachers either satisfy or do not, a determination largely based on perceptions of observed practice. Yet, conclusions about teachers' cultural responsiveness are dubious when researchers do not account for teachers' intent. Conceptualizing cultural responsiveness as a continuum of dispositions, knowledges, and skills, this study asks: are certain culturally responsive characteristics more easily embodied and acted upon than others, and what accounts for these incongruences? Drawing on five months of data collection, this case study follows Margaret, a decorated English language arts teacher, and uncovers her culturally responsive characteristics based on her articulated instructional intent. Layers of deductive analysis across data sources (which include classroom observations of Margaret's teaching, transcripts from post-observation semi-structured interviews, and researcher notes) reveal that Margaret more readily embodied and enacted certain culturally responsive characteristics than others. Although she worked to promote student success and create a classroom environment embracing all students, Margaret insisted her provocative pedagogical choices--such as melding conversations of canonical literature with patriarchal critique--were not intended to foster students' sociopolitical consciousness or reflect her commitment to modifying curricula for equity. Tensions between Margaret's culturally responsive characteristics lie in her belief that &quot;good&quot; teachers assume ideological neutrality. Margaret's case asks stakeholders to centralize teachers' instructional intent and, in doing so, complicate culturally responsive teaching
The Effect of Socioeconomic Status and Religiosity on Hungarian Young Adults&apos; Marriage Behavior
Author: Pusztai, Gabriella
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Factors,Socioeconomic Status,Marriage,Young Adults,Educational Attainment,Interpersonal Relationship,Individual Characteristics,Place of Residence,Age Differences,Gender Differences

This study focuses on young people's marriage behavior, which includes cohabitation, marriage, and plans to marry among the unmarried. The decline in marriages and planning to marry is often explained by the general expansion of education, which contributes to women's economic independence and decision to postpone marrying. Research suggests that religiosity has a greater impact on marriage decisions than either socioeconomic status or education. In this study, we aim to contribute to the literature on how young adults' marriage behavior is influenced by religiosity and socioeconomic status, as measured by education, financial status, and the place of residence. During the analysis, we used data from the Hungarian Youth 2016 survey on young adults aged 18 to 29 years. We examined the determinants of young people's marital status and plans to marry using multinomial and logistic regression analysis. According to our results, the positive effect of religiosity on marriage and plans to marry could be confirmed even after controlling for the influence of education. Although education strengthened plans to get married, it also delayed their occurrence. Furthermore, we found that religiosity increased the chance of cohabitation compared to being single in the sample, but its effect on marriage was stronger. Limitations of this study include our examined age group (18-29 years), as at this age not all marriage decisions had been made, so it was not possible to fully investigate what proportion refrained from marriage entirely.
Civics and Citizenship Education in Estonia: Policy Design, Normatives, and Practices
Author: Kunitsõn, Nikolai
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Civics,Educational Policy,Educational Practices,Bilingual Education,Professional Autonomy,Teacher Role,National Curriculum,Curriculum Development,Educational History,Elementary Secondary Education,Social Sciences

Purpose: The main aim of this article is to analyze Estonian civics and citizenship education. We focus on multi-level policy design and implementation, teachers' roles, and educational practices in the classroom. In order to achieve the aim, we analyzed the national curricula from the citizenship normative perspective, conducted interviews with teachers and students. Findings: Our main findings are related to the controversies related to theory and practice - the overload of curricula and emphasis on knowledge means that teachers play a key role in implementing citizenship education in Estonia. We conclude by giving policy suggestions related to the curricula development and separately focusing on minority schools.
4-H Summer of STEM: A Practical Approach to Increasing Workforce Readiness
Author: Mitchell-Hawkins, Vernelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Youth Programs,Extension Education,STEM Education,Career Readiness,High School Students,College Readiness

4-H Summer of STEM is a workforce readiness program for high school youth. The goals of the program are to increase students' interest in STEM careers, improve college and workforce readiness, and connect youth to businesses and industries in the local community. Selected youth receive hands-on development of workforce readiness skills, are paired with a STEM mentor for job shadowing, and participate in college campus visits. Preliminary findings show that participants reported having a positive relationship between participation in 4-H youth development programs and career skills. This article introduces the 4-H Summer of STEM and offers suggestions for implementation.
Applying an Intersectional Framework to the Literacy Worlds of Preservice Teachers
Author: Dunham, Heather
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Intersectionality,Social Justice,Student Projects,Self Concept,Reading Motivation,Literacy,Sociocultural Patterns,Race,Sex,Religion,Disabilities,Preservice Teacher Education,Books

Within social justice literacy teacher education, there has been a lack of attention to the framework of intersectionality (Crenshaw, 1991) and how it can be used to prepare teachers to work in diverse settings. In this case study, we examine six multimodal literacy identity projects created by preservice teachers (PTs) as part of their required reading coursework. Using Boveda's (2016) notion of intersectional competence as an analytic frame, we found that PTs named sociocultural identities, such as race, gender, religion, and dis/ability, in connection to texts from their childhood and early experiences with reading motivation. Additionally, PTs exhibited an understanding of systems of oppression related to race, religion, and ability, but lacked an emphasis on the intersections of multiple markers of difference. These findings illuminate the process of identity fracturing as one way PTs disaggregate and reaggregate their own identities to deepen their understanding of interlocking systems that appear within literacy curriculum and instruction. Implications for future teacher preparation coursework are discussed. [Note: The issue number (1) shown on the PDF is incorrect. The correct citation for this article is v18 n2.]
Connecting Diverse Communities through a 4-H Urban-Rural Experience
Author: Murrah-Hanson, Laurie
Date: 2022-00-00
Type: Journal Articles
Subjects: Diversity,Youth Programs,Extension Education,Rural Urban Differences,Experience,Program Evaluation,Career Exploration,Agricultural Education

Misconceptions regarding agricultural careers are exacerbated by increasing urbanization and are one of many differences in perspective between urban and rural communities. The One Georgia 4-H Urban-Rural Experience addresses this divide through a statewide youth exchange focusing on the agricultural sector. The program includes a multifaceted look at agricultural careers through visits to urban and rural communities. Focus group evaluations revealed the impact on youth through exposure to new careers, increased understanding of the diversity of agriculture, awareness of the interconnected nature of urban and rural communities, and a sense of belonging to a diverse group of youth.
The Influence of Digital Literacy on Administration Efficacy for Supervisor Teachers in Cirebon City in the Post-Pandemic
Author: Farihin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Supervision,High School Teachers,Supervisors,Teacher Competencies,Educational Technology,Technology Uses in Education,Teacher Education

The purpose of this study was to address the Effect of Digital Literacy Mastery on Post-Pandemic Supervision Teacher Education Administration: Empirical Evidence from High Schools in Cirebon City, West Java Province. In this study, we adopted a survey design and applied a quantitative approach when analyzing the data. The dependent variable in this study is the mastery of supervising teacher education administration; the interactive variable is the mastery of digital literacy. The population included supervisory teachers at the senior high school level under the auspices of the Education and Culture Office of Cirebon City, West Java Province, and involved 25 supervisory teachers. The research sample was taken from the entire study population, 25 supervisory teachers at Public and Private High Schools in Cirebon City who had been appointed for at least one year. They all had applied methods in mastering digital literacy and the administration of Education, supervising teachers in their duties. We used a survey questionnaire to collect data, divided into two parts: digital literacy mastery and supervising teacher education administration mastery. All instruments were developed by researchers concerning the theories, dimensions, and indicators previously suggested by experts and researchers.
Challenges Experienced by Aquaponic Hobbyists, Producers, and Educators
Author: Pattillo, D. Allen
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Water,Agriculture,Recreational Activities,Agricultural Education,Animals,Extension Education,Workshops

We used an online survey to document challenges experienced by aquaponic hobbyists (n = 81), producers (n = 117), and educators (n = 75). Responses were distilled into the following categories: 1) operations and management; 2) facilities, location, and system design; 3) knowledge and educational resources; 4) funding; 5) economic viability; 6) plant culture; 7) marketing and distribution; 8) fish culture; 9) human factors; 10) regulations and certifications. Training and research in these areas are needed to advance the aquaponics industry
Black Girls and Silence: &quot;They Ain&apos;t Doing Too Much&quot;…Learning, Valuing, and Understanding Their Use of Silence through Critical Race Theory and Culturally Sustaining Pedagogy
Author: Mizell, Jason
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,African American Students,Females,Culturally Relevant Education,Summer Programs,Camps,Critical Race Theory,Grade 8,Humanization,Speech Communication,Student Behavior

This paper works to illustrate how silence, a powerful semiotic tool, was used by a Black middle school girl, Cierra, to negotiate for additional processing time in challenging situations and as a form of protection, for herself and others. Critical race theory, culturally sustaining pedagogy, and social constructionist grounded theory are used to help frame and analyze the work that Cierra and Jason did together as part of a university local school district summer camp for middle school students. The data that was generated and examined in conjunction with Cierra may help teachers and researchers to reconceptualize silence as a powerful tool that students bring to school as an asset instead of as a deficit or something to be corrected or policed.