ethanporcaro/eric-fulltext-meta huggingface dataset:
Literacy Learning Cohorts: Content-Focused Approach to Improving Special Education Teachers&apos; Reading Instruction
Author: Brownell, Mary
Date: 2017-01-00
Type: Journal Articles
Subjects: Faculty Development,Special Education Teachers,Literacy Education,Learning Disabilities,Reading Instruction,Elementary School Students,Coaching (Performance),Video Technology,Self Evaluation (Individuals),Comparative Analysis,Statistical Analysis,Time Factors (Learning),Teaching Methods,Reading Fluency,Teacher Competencies,Hierarchical Linear Modeling,Grade 3,Grade 4,Grade 5,Observation,Likert Scales,Elementary School Teachers,Meetings

Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC, based on Desimone's (2009) framework, included 2 days of initial PD with follow-up meetings, coaching, and video self-analysis. A comparison group received only 2 days of PD. Results of independent t tests and analyses of covariance indicated that LLC teachers demonstrated significant change in instructional time allotted to, and quality of, word study and fluency instruction. LLC teachers also made significantly greater gains on the fluency knowledge measure as compared with the comparison group, but they did not differ in word study knowledge. Hierarchical linear modeling analyses showed that students of LLC teachers made significantly greater gains on word attack skills and decoding efficiency than did students of teachers in the comparison group.
Mediating Role of Self-Determination Constructs in Explaining the Relationship between School Factors and Postschool Outcomes
Author: Shogren, Karrie A.
Date: 2017-01-00
Type: Journal Articles
Subjects: Self Determination,Disabilities,Longitudinal Studies,Special Education,Transitional Programs,Personal Autonomy,Student Empowerment,Self Actualization,Environmental Influences,School Role,Psychological Patterns,Correlation,Outcomes of Education,Social Development,Independent Living,Well Being,Access to Health Care,Access to Education,Financial Support,Money Management,Employment Level,Self Advocacy

Secondary data analysis using the National Longitudinal Transition Study-2 data set was conducted to examine the degree to which autonomy, psychological empowerment, and self-realization (3 of 4 essential characteristics of self-determination) play a mediating role in the relationship between school-based factors and postschool outcomes. The results suggest that autonomy, psychological empowerment, and self-realization play a large and significant role in mediating the relationship between school-based factors and postschool outcomes. With over 50% of the indirect effects (i.e., the aggregated effects of the school-based factors on the outcome constructs through the self-determination constructs) significant, this provides support for the essential role of self-determination in secondary transition services and supports. Implications for research and practice are discussed.
The Peritext Book Club: Reading to Foster Critical Thinking about STEAM Texts
Author: Gross, Melissa
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Students,After School Programs,Youth Clubs,Clubs,Books,Reading Skills,School Libraries,Library Services,Librarians,Reading Programs,Critical Thinking,Problem Solving,Information Literacy,Media Literacy,STEM Education,Art Education,Nonfiction,Reader Text Relationship,Reading Motivation,Information Retrieval,Reading Attitudes,Credibility,Critical Reading,Outcomes of Education,Scaffolding (Teaching Technique),Student Educational Objectives,Data Collection,Data Analysis,Reading Materials,Student Surveys,Reading Tests

An after-school book club, led by the school librarian, was held to test the efficacy of the peritextual literacy framework (PLF) in teaching skills related to critical thinking, problem solving, information literacy, and media literacy. The PLF is an extension of paratext theory developed by Gérard Genette, which provides a typology of the functions of peritext; this extension results in a framework that can be used for research or as a scaffold for teaching. Twelve middle school students met once a month for five months to apply the PLF to an analysis of science, technology, engineering, art, and math (STEAM) texts. The participants enjoyed the club and were able to demonstrate their ability to use peritextual elements to think critically about STEAM-related nonfiction books. Students were able to discuss how the functions of peritext affected their motivation to read a text and their ability to retrieve information from a text, and how peritext functions might affect their opinion of the credibility of information presented in a book.
Interview with Hilla Patell on the History of the Observation
Author: O'Shaughnessy, Molly
Date: 2016-00-00
Type: Journal Articles
Subjects: Interviews,Observation,Child Development,Montessori Method,Children

In this interview conducted at the NAMTA conference, &quot;Observation: The Key to Unlocking the Child's Potential&quot;, Molly O'Shaughnessy discusses the history of observation with Hilla Patell. Patell shares stories of the people who were instrumental in creating a culture of observation as an ongoing discipline to be practiced. She goes on to talk about some of the keys to understanding and practicing observation, including the child's concentration, the need to rid ourselves of preconceptions, and how to look for obstacles that impede a child's development. She tells us that as observers we must stay in the present and have &quot;faith in the human spirit.&quot; [Paper presented at the &quot;Observation: The Key to Unlocking the Child's Potential,&quot; North American Montessori Teachers' Association (NAMTA) Conference, Part 1 (Denver, CO, November 5-8, 2015).]
The Observation Scientist
Author: O'Shaughnessy, Molly
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Classroom Observation Techniques,Early Childhood Education,Environmental Influences,Child Behavior,Observation,Developmental Stages,Attention,Motivation,Teacher Role,Student Role,Young Children,Video Technology,Research Methodology,Error Patterns

Once the reasons for habitual observation in the classroom have been established, and the intent to observe has been settled, the practical details of observation must be organized. In this article, O'Shaughnessy gives us a model for the implementation of observation. She thoroughly reviews Montessori's work curves and how they can be used to show the development of the child through four stages of concentration. O'Shaughnessy discusses how these work curves can be used to aid the practice of observation, and she has embedded case studies to clarify her points. She offers practical tools and tips for use in recording observation and points of awareness, including the documentation for the observation of errors in order to understand the obstacles a child is encountering. Constant attention must be given to the point of contact between the child and the environment so that we are ever conscious of our role in facilitating that most important interaction that will allow the child's potential to unfold.
Observation: A Practice That Must Be Practiced
Author: Lontz, Karey M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Observation,Montessori Method,Montessori Schools,Educational History,Recordkeeping,Lesson Plans,Photography,Journal Writing,Classroom Observation Techniques

Karey Lontz's article on learning how to &quot;dominate by observation&quot; (to master the practice of observation so as to use it most effectively for the benefit of the children) takes us from a general to specific understanding of observation. She begins with a look at the importance of observation in human history and in the history of Montessori. She discusses different types of observation: direct, indirect, and self-observation. She concludes by offering tips on helpful observation tools such as record keeping, lesson planning, and photo journaling. [Paper presented at the &quot;Observation: The Key to Unlocking the Child's Potential,&quot; North American Montessori Teachers' Association (NAMTA) Conference, Part 1 (Denver, CO, November 5-8, 2015).]
Becoming a Scientific Observer
Author: MacDonald, Greg
Date: 2016-00-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Naturalistic Observation,Child Development,Young Children,Montessori Method,Self Concept,Early Childhood Education,Elementary Education,Barriers,Educational Environment,Student Role,Teacher Role,Learning Activities

Greg MacDonald leaves no stone unturned as he places the complexity of second-plane observation into one coherent vision that includes the fundamentals of self-construction, the essential field of observation (freedom of work within the prepared environment), the role of the human tendencies, the construction of developmental facets, and the importance of the elementary child's weekly conference with the teacher. The article reveals an integrated worldview. He suggests that we observe for progress and avoid placing obstacles in the way of the child's true self-construction, and to do this we must be humble and non-judgmental, create with the right degree of difficulty or opportunity, see the physical evidence, and understand the psychical manifestations. The comprehensive nature of this article shows us why observation is an integrating mechanism in building an understanding of human development.
What Are We Observing and How?
Author: Davis, Linda
Date: 2016-00-00
Type: Journal Articles
Subjects: Observation,Adolescents,Adolescent Attitudes,Adolescent Development,Montessori Schools,Teaching Methods

In this talk, Linda Davis discusses observation at the adolescent level. She explains that we must &quot;adjust our approach for the third plane of development, for when they are becoming adults.&quot; Using examples, she discusses the characteristics of this plane, which are helpful to recall when thinking about what to expect when observing adolescents. She reminds us that observation at this age is not simply the teacher observing the student. As they work towards an understanding of themselves and their place in society, adolescents &quot;are becoming conscious participants in this process of unlocking potential. They are observing us.&quot; [Paper presented at the &quot;Observation: The Key to Unlocking the Child's Potential,&quot; North American Montessori Teachers' Association (NAMTA) Conference, Part 1 (Denver, CO, November 5-8, 2015).]
The Road Home
Author: O'Shaughnessy, Molly
Date: 2016-00-00
Type: Journal Articles
Subjects: Observation,Montessori Method,Montessori Schools,Children,Early Childhood Education

&quot;Children have the potential to create a world we cannot imagine. This is our hope.&quot; In choosing Montessori, O'Shaughnessy says that we are choosing the road less traveled. We are choosing education as an aid to life. We are choosing an approach that respects the innate and unique potential of each child and that calls upon us to serve the child. It is through observation that we realize how each child will be best served. Observation &quot;is the heartbeat of everything we do&quot; O'Shaughnessy tells us, and when we use it with love of that which we observe (the child), when we use it to better our understanding and to strengthen our practice, we are using it with the hope of a new humanity. A bibliography is included. [Paper presented at the North American Montessori Teachers' Association (NAMTA) Conference, Part 1 (Golden, CO, Nov 5-8, 2015).]
Observations
Author: Joosten, Albert Max
Date: 2016-00-00
Type: Journal Articles
Subjects: Young Children,Child Development,Observation,Montessori Method,Classroom Observation Techniques,Psychology,Early Childhood Education,Child Behavior

Joosten begins his article by telling us that love and knowledge together are the foundation for our work with children. This combination is at the heart of our observation. With this as the foundation, he goes on to offer practical advice to aid our practice of observation. He offers a &quot;List of Objects of Observation&quot; to help guide our eye and tips for recording observations. He includes a &quot;Guide for Psychological Observation&quot; from &quot;The Advanced Montessori Method, Volume 1&quot; and ends with the message of observation as a key to the improvement of humanity through our work with the child. [Reprinted from &quot;Around the Child 3&quot; (1958): 23-31.]
Errors and Their Corrections
Author: Joosten, Albert Max
Date: 2016-00-00
Type: Journal Articles
Subjects: Error Correction,Learning Processes,Child Development,Teaching Methods,Observation,Guidance,Montessori Method,Teacher Student Relationship,Early Childhood Education,Difficulty Level

&quot;Our primary concern is not that the child learns to do something without mistakes. Our real concern is that the child does what he needs, with interest.&quot; The reaction of so many adults to the mistakes of children is to correct, immediately and directly, says Joosten. To truly aid the child in development, we must learn to control our response to the child's mistakes and recognize that it is through these mistakes that the child's difficulties are revealed. We always have the choice whether or not to correct a child in the moment of error. If we pay attention and observe the mistakes of children in order to discover the source of those mistakes, we can be guided in how best to remove those difficulties that impede the child's development. [Reprinted from &quot;Around the Child 1&quot; (1956): 32-39.]
Observation
Author: Kripalani, Lakshmi A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Observation,Children,Child Behavior,Research Skills,Classroom Observation Techniques,Montessori Schools,Teacher Behavior,Classroom Environment

The adult who is inexperienced in the art of observation may, even with the best intentions, react to a child's behavior in a way that hinders instead of helping the child's development. Kripalani outlines the need for training and practice in observation in order to &quot;understand the needs of the children and...to understand how to remove obstacles.&quot; To this end, she outlines a technique for practicing observation. She also lists the different aspects to be observed in the classroom and discusses points of awareness in the observation of each. [Reprinted with permission from &quot;AMI Communications&quot; 1 (1987): 2-11.]
Observation
Author: Patell, Hilla
Date: 2016-00-00
Type: Journal Articles
Subjects: Observation,Montessori Schools,Montessori Method,Child Development,Evaluation Methods

In order to achieve the goal of observation, preparation of the adult, the observer, is necessary. This preparation, says Hilla Patell, requires us to &quot;have an appreciation of the significance of the child's spontaneous activities and a more thorough understanding of the child's needs.&quot; She discusses the growth of both the desire to observe through a profound respect for our work and the ability to observe through practical knowledge. She outlines the attributes needed to become an effective observer and addresses the steps to be observed in the child as he progresses toward inner discipline. She finally helps us consider how to find time for observation in a busy day. [Paper presented at the &quot;Observation: The Key to Unlocking the Child's Potential,&quot; North American Montessori Teachers' Association (NAMTA) Conference, Part 2 (Denver, CO, November 5-8, 2015).]
Observation
Author: Helfrich, Shannon
Date: 2016-00-00
Type: Journal Articles
Subjects: Observation,Montessori Method,Montessori Schools,Classroom Observation Techniques,School Visitation,Evaluation Methods

Helfrich addresses two perspectives from which to think about observation in the classroom: that of the teacher observing her classroom, her group, and its needs, and that of the outside observer coming into the classroom. Offering advice from her own experience, she encourages and defends both. Do not be afraid of the disruption of outside visitors, she tells us, for &quot;Children are the most adaptive, flexible, go with the moment creatures I know. They love having observers because it validates for them the specialness of the work they are engaged in. Let them share this love of their work with others. You can also share your love of this work with others.&quot; [Paper presented at the &quot;Observation: The Key to Unlocking the Child's Potential,&quot; North American Montessori Teachers' Association (NAMTA) Conference, Part 2 (Denver, CO, November 5-8, 2015).]
Question and Answer: Observation in the Elementary Classroom
Author: Baker, Kay
Date: 2016-00-00
Type: Journal Articles
Subjects: Observation,Elementary School Students,Child Development,Teaching Methods,Montessori Method,Educational Environment,Guidance,Cooperative Learning,Elementary School Teachers,Teacher Student Relationship,Role of Education

In this article, Kay Baker sets out to answer the questions, &quot;What is observation? What is the nature of observation in the elementary class? How can observation help the adult guide the development of children?&quot; She responds by listing the areas that can be observed in the elementary class (the prepared environment, the work of the adult, the work of the child, the society created by this group, outside explorations in the large society), and discussing what observations can be made in each of those areas. She concludes with a lovely summary of what it means to be a guide to the child. [Reprinted from &quot;AMI Communications 2&quot; (2008): 59-63.]
The Essential Is Invisible to the Eye: The Evolution of the Parent Observer. Part 1
Author: Parker, Mary Caroline
Date: 2016-00-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Parents,Student Behavior,Montessori Schools,Perceptual Development,Workshops,Parent Education,Parent Surveys,Group Discussion,Parent Attitudes,Consciousness Raising,Interviews,Teacher Attitudes,Early Childhood Education,Interpersonal Relationship,Elementary Education

In acknowledging the privilege that we as Montessorians are given, &quot;the privilege of being present as children construct themselves,&quot; Mary Caroline Parker proposes that parents also should be given that same privilege. Parker created an &quot;Art of Observation&quot; workshop for the parents at her school. She walks us through the framework for the workshop itself that includes classroom observation of their children and the follow-up that she did with parents who had attended the workshop, which included a survey and a discussion group. She pulls together the responses of parents as data to analyze, quoting many of the parent responses. She provides us a summary of work that is insightful and affirming to any Montessori educator. [Reprinted from &quot;AMI Communications 2&quot; (2007): 59-63. For Part 2, see EJ1125310.]
The Essential Is Invisible to the Eye: The Evolution of the Parent Observer. Part 2
Author: Parker, Mary Caroline
Date: 2016-00-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Parents,Student Behavior,Montessori Schools,Workshops,Parent Education,Group Discussion,Parent Attitudes,Consciousness Raising,Interviews,Teacher Attitudes,Early Childhood Education,Interpersonal Relationship,Elementary Education,Parent Teacher Cooperation,Surveys

The question of how schools can help parents experience joy in observing their children led to a quest to identify experiences that can contribute to the awakening of consciousness. Workshops, surveys, discussion, and interviews yielded data that led to some unexpected conclusions about sources of personal transformation. [Reprinted from &quot;AMI Communications 1&quot; (2008): 44-59. For Part I, see EJ1125309.]
A Guide to Parent Observation in the Primary Class
Author: Battle, Judy Shepps
Date: 2016-00-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Parents,Student Behavior,Elementary School Students,Montessori Schools,Perceptual Development,Peer Relationship,Teacher Student Relationship,Interaction,Personal Autonomy,Check Lists,Young Children

Just as the classroom guide must prepare for observation in the classroom, so too should parents prepare themselves for classroom observation. What is the purpose of their observation? What is the procedure? What should they note? What points of awareness should they keep in mind? Using the format of a letter to parents preparing to observe in a classroom, Judy Shepps Battle answers these questions and provides a tool for schools to use for parent observations. [Reprinted from &quot;The NAMTA Journal&quot; 13.1 (1987-88): 43-49.]
Observations on Sara's First Eight Months by Her Mother
Author: Fresco, Grazia Honegger
Date: 2016-00-00
Type: Journal Articles
Subjects: Mothers,Daughters,Infants,Child Development,Observation,Developmental Stages,Interpersonal Relationship,Psychomotor Skills,Visual Perception,Perceptual Development

Grazia Honegger Fresco gives us direct observations of her daughter from birth to eight months, grouping her observations by age even further into birth to fourth month, fifth and sixth months, and seventh and eighth months. Within each age range, she focuses on Sara's sensory life and her relationships. Her observations are detailed and gentle as she strives to be free of preconceived judgements. She offers a lovely example of what it means to use observation as a tool to learn the inner life of the child. [Reprinted from &quot;The NAMTA Journal&quot; 15.3 (1990): 50-57.]
Some Observations of a Father on the Development of His Daughter
Date: 2016-00-00
Type: Journal Articles
Subjects: Fathers,Daughters,Montessori Schools,Young Children,Interaction,Parent Role,Montessori Method

This father gives some brief observations of his daughter beginning at the time of her entrance into a Montessori school at the age of three years through the age of six. Through his observations and interactions with his daughter, he gains an awareness of the beauty of the work of the child and leaves the reader with a simple yet powerful conclusion regarding the relationship of the adult to the natural development of the child. [Reprinted from &quot;The Call of Education 1&quot; (1924): 221-223.]
When We Listen: Using Student Voices to Design Culturally Responsive and Just Schools
Author: Bunner, Teresa
Date: 2017-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Faculty Development,Student Diversity,Teacher Student Relationship,Educational Environment,Proximity,Student Experience,Family Environment,Cultural Awareness,Racial Factors,Global Approach

Teresa Bunner works as the high school literacy coordinating teacher for the Wake County (NC) Public School System in Raleigh. In this article she discusses the concept of Culturally Responsive teaching as a pedagogy that recognizes the importance of including students' cultural reference in all aspects of learning. She describes how she and her colleagues introduced high school students in a Blue Ribbon Mentor-Advocate program (a program serving 120+ youth of color in grades 4 through 12) to a set of research-based culturally responsive teaching strategies. After reviewing the strategies, the students identified six key concepts they felt would be transformative for both teachers and students if the concepts were applied in real learning spaces. Six concepts are presented which build on one another. All of the six concepts detailed in this article require attention to create the kinds of learning environments for which students advocated. As the students explained, if every teacher and school wove these concepts into their learning and teaching efforts, they, as students of color, and their peers, would achieve more and feel more comfortable in their classrooms. After identifying the concepts, the students and teachers then worked to use the concepts as a framework to create professional development for the teachers in for their school district.