ethanporcaro/eric-fulltext-meta huggingface dataset:
Influence of Gender on the Supervisory Relationship: A Review of the Empirical Research from 1996 to 2010
Author: Hindes, Yvonne L.
Date: 2011-00-00
Type: Information Analyses
Subjects: Research Design,Supervisor Supervisee Relationship,Counselor Training,Gender Differences,Criticism,Generalization,Best Practices,Research Methodology,Masters Degrees,Clinical Experience,Counseling

Twelve empirical studies published since 1996 regarding the effects of gender on the supervisory relationship are reviewed. Each study was reviewed and critiqued in relation to its methodology, research design, critical findings, and limitations. The results of these studies indicate that (a) gender influences the openness and affiliation one experiences in supervision, (b) care and concern are important to master-level supervisees, (c) female supervisors have a greater relationship focus than do male supervisors, (d) male supervisors rate hypothetical supervisees more negatively when the supervisee is depicted as female than when the supervisee is male, (e) females are more conservative than males on boundary negotiations, and (f) supervisors use different strategies with male and female supervisees. The majority of these studies have research design limitations that limit the generalization of findings. Results are discussed in relation to best practices and future directions for research.
Interest, Attitudes and Images Related to Science: Combining Students' Voices with the Voices of School Science, Teachers, and Popular Science
Author: Christidou, Vasilia
Date: 2011-04-00
Type: Journal Articles
Subjects: Economic Status,Science Curriculum,Science Education,Student Interests,Science Instruction,Investigations,Outcomes of Education,Decision Making,Educational Research,Academic Achievement,Science Teachers,Psychotherapy

During the last decades students' science-related interests, attitudes, and images of science and scientists, and their differentiations according to gender, culture, and socio-economic status have been investigated by a multitude of research studies. These aspects of students' voices seem to be interrelated and to also affect students' achievement in science and their relevant study and career aspirations. Moreover, school science and teachers, as well as popular science are considered as factors determining students' voices. This paper attempts a mapping of relevant literature in order to highlight crucial outcomes and draw educational and research implications. It is suggested that a comprehensive and integrated investigation of the voices of students, of school science and teachers', and of popular science is required in order to make informed, research-based decisions on designing school science curricula and teaching.
Evaluation of an Energy Conservation Program for 9th Grade Students
Author: Osbaldiston, Richard
Date: 2011-04-00
Type: Journal Articles
Subjects: Environmental Education,Energy Conservation,Mail Surveys,Utilities,Grade 9,Program Evaluation,Program Effectiveness,Pretests Posttests,Learning Motivation,Student Behavior,Knowledge Level,Student Attitudes,Parent Attitudes,Feedback (Response),Junior High School Students

The Energy Challenge is an environmental education program that is administered to ninth grade students in the public schools of a small Midwestern city in the United States. The program is sponsored and administered by the two local electric utilities, and it has been going on for seven years. To determine the effectiveness of the program, a pretest-posttest mail survey of students and parents was performed. The results suggest that the Energy Challenge has a positive effect on improving knowledge, motivation, and behavior of students concerning home energy usage and conservation. (Contains 1 table.)
Levels of Cognitive Processes in a Non-Formal Science Education Program: Scouting's Science Merit Badges and the Revised Bloom's Taxonomy
Author: Vick, Matthew
Date: 2011-04-00
Type: Journal Articles
Subjects: Learning Motivation,Classification,Cognitive Processes,Educational Experience,Science Education,Clubs,Informal Education,Program Descriptions,Extracurricular Activities,Males

The United States Boy Scout merit badge program provides non-formal educational experiences for boys from ages 10-17. This study analyzes the objectives of the twenty-three science related merit badges using the lens of the revised Bloom's taxonomy. Merit badges requirements serve as objectives for this program. The verbs in the requirements were classified according to the revised taxonomy. Patterns were then analyzed within the merit badges, within the verbiage of the requirements, and across the entire science merit badge program. Overall, remembering and applying cognitive processes were emphasized the most. Recommendations are made for improving the clarity of merit badge requirements for Scouting and other non-formal educational programs. (Contains 7 tables.)
Personal Counselling at an Ontario Community College: Client Groups, Service Usage, and Retention
Author: Porter, Shirley
Date: 2011-00-00
Type: Journal Articles
Subjects: Community Colleges,Disabilities,Foreign Countries,Academic Persistence,At Risk Students,Comparative Analysis,Counseling Services,College Freshmen,Student Attitudes

This study focused on personal counselling clients in a community college in Ontario. Using archival records from the 2008-2009 academic year, at-risk client groups were identified and compared with respect to usage rates and retention. Significant differences were identified. Overall, first-year students who engaged in personal counselling had a 7.6% higher retention rate than that of the first-year student population as a whole. Students with confirmed disabilities (CD) and probable disabilities (PD) attended significantly more personal counselling appointments than students with no reported disabilities (ND). CD clients had a 15% higher retention rate than that of PD clients. (Contains 2 tables and 1 figure.)
An Agenda to Strengthen Culturally Responsive Pedagogy
Author: Sleeter, Christine E.
Date: 2011-07-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Change,Politics of Education,Business,Models,Cultural Pluralism,Social Justice,Commercialization,Culturally Relevant Education,State Departments of Education,Educational Theories,Accuracy,Educational Research,Minority Groups,Theory Practice Relationship,Time Perspective,Educational Trends,Political Attitudes,Indigenous Knowledge

Over the last two decades in many countries, culturally responsive, multicultural and bilingual approaches to teaching have largely been replaced by standardised curricula and pedagogy, rooted in a political shift toward neoliberalism that has pushed business models of school reform. I argue that neoliberal reforms, by negating the central importance of context, culture and racism, are reversing the empowered learning that culturally responsive pedagogy supports. To address these problems, I argue that educators who work with culturally responsive pedagogy must engage in three areas. First, a persistence of faulty and simplistic conceptions of what culturally responsive pedagogy is must be directly confronted and replaced with more complex and accurate views. Second, the research base that connects culturally responsive pedagogy with student learning must be strengthened. Third, the political backlash from work that empowers minoritised communities must be anticipated and addressed. (Contains 3 figures and 1 footnote.)
Interrogating the Ethics of Literacy Intervention in Indigenous Schools
Author: Kostogriz, Alex
Date: 2011-07-00
Type: Journal Articles
Subjects: Social Justice,Literacy Education,Intervention,Community Schools,Indigenous Populations,Culturally Relevant Education,Foreign Countries,Literacy,Ethics,Cultural Differences,Native Language,Language Maintenance,Cultural Maintenance

Recognising that literacy is fundamental to the educational success of Indigenous students, this essay reviews current literacy intervention programs from a social justice perspective. It reveals the tension between policies and initiatives that have addressed the two key rights of Indigenous people--the right to access mainstream knowledge and language through the provision of empowering education and the right to sustain their own languages and cultures through culturally responsive education. In particular, the essay focuses on the National Accelerated Literacy Program (NALP)--a large-scale initiative supported by the former Liberal and the current Labour government in 2004-2008. A spin-off from NALP has been the formation of the Accelerated Literacy Consultants' Network that provides professional development sessions in Accelerated Literacy and literacy education more broadly to teachers from Aboriginal Independent Community Schools across Australia. The essay questions the view of justice in the NALP's theoretical and pedagogical design and its effects on teaching and learning in Aboriginal schools. The paper, then, discusses the primacy of ethics in literacy education in order to make it more hospitable and responsive to cultural-linguistic differences.
&quot;District Nine&quot; and Constructions of the Other: Implications for Heterogeneous Classrooms
Author: Janks, Hilary
Date: 2011-07-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Social Distance,Stranger Reactions,Racial Segregation,Stereotypes,Films,Foreign Students,College Students,Student Experience,Foreign Countries

Culturally responsive research and pedagogy are a challenge in classrooms that are increasingly heterogeneous. I start from the premise that culture is dynamic not static, that difference is a resource for new ways of doing, thinking and believing, that identity is hybrid. The challenge for teachers is how to harness the productive potential of diverse classrooms for pedagogy. John Thompson (1990) argues that discourses of &quot;unification&quot; which construct an &quot;us&quot;, and discourses of &quot;fragmentation&quot; which construct a &quot;them&quot;, produce and maintain relations of power. Us/them discourse will be explored in the South African context in relation to both apartheid's racial othering and post-apartheid's xenophobic othering. The South African film, &quot;District Nine&quot;, which can be interpreted as both forms of othering, is presented as a case for considering these ideas. (Contains 4 figures, 1 table, and 2 footnotes.) [&quot;'District Nine' and Constructions of the Other: Implications for Heterogeneous Classrooms&quot; was written with Roseline Adegoke.]
Using Narrative to Examine Positionality: Powerful Pedagogy in English Education
Author: Knight, Suzanne D.
Date: 2011-07-00
Type: Journal Articles
Subjects: Language Arts,Knowledge Base for Teaching,Teacher Educators,English Teachers,Preservice Teacher Education,Personal Narratives,Reflection,Teaching Methods,Teacher Role,Teacher Education Curriculum,Social Influences

This article represents one portion of a systematic examination of a narrative inquiry project designed for pre-service English education students. It offers a narrative writing and a reflective writing of one student, Lisa, to demonstrate how the project worked in her efforts to investigate the nature of students, teaching and students' learning. It also points to some implications for English language arts teacher preparation. First, what kinds of pedagogies might support prospective English language arts teachers as they grapple with complex concepts, and how might teacher educators create "safe spaces" where these pedagogies then become possible? How might teacher educators locate themselves in the classroom in order to enact these pedagogies? Furthermore, how do projects such as the one described reflect visions--though arguably problematic--that can be developed into segments of teacher preparation curriculum in ways that support the knowledge base for teaching and that are also responsive to prospective teachers' perceived needs?
Drawing on Intertextuality in Culturally Diverse Classrooms: Implications for Transfer of Literacy Knowledge
Author: Jesson, Rebecca
Date: 2011-07-00
Type: Journal Articles
Subjects: Transfer of Training,Writing Instruction,Theories,Teaching Methods,Instructional Effectiveness,Instructional Design,Writing Teachers,Elementary School Teachers,Cultural Differences

This article examines the effects of using intertextual theories to refine writing instruction in culturally diverse contexts, in terms of transfer of learning. Within a wider, two-year intervention study in six schools, four teachers were observed for a term each to describe how intertextual theories resulted in refinements to writing instruction their Year 4-8 classes. These effective teachers of writing redesigned their writing programmes to create intertextual support for their writers. The nature of the changes resulted in writing instruction which allowed for incorporation of students' textual knowledge as well as an explicit focus on future applicability of their learning. The observed teaching practices arguably offered students a greater degree of authority over their situated textual knowledge than might otherwise exist. The results of the study offer possibilities for writing instruction to build students' knowledge through text inquiry as part of writing lessons.
Can Neuroscience Construct a Literate Gendered Culture?
Author: Whitehead, David
Date: 2011-07-00
Type: Journal Articles
Subjects: Brain,Cognitive Processes,Scientific Research,Brain Hemisphere Functions,Neurological Organization,Gender Issues,Males,Single Sex Schools,Language Acquisition,Educational Policy,School Culture,Educational Needs,Cognitive Psychology,Faculty Development

The construction of boys as a gendered culture is not usually associated with neuroscience. Exceptions are publications and presentations by consultants on boys' education who adopt a "brain-based" perspective. From a neuroscience perspective, my analysis indicates the selective use of primary neuroscience research to construct and perpetuate generalisations and stereotypic representations of boys as a gendered culture. In this article I draw on data obtained over 12 months from a boys' school that engaged a consultant on boys' education. The consultant selectively used neuroscience to construct a hegemonic discourse that constructed boys as a gendered culture. I analyse the consultant's professional learning sessions, question the veracity of populist claims presented to teachers and indicate the degree to which this discourse about boys' literacy ability and behaviour influenced the school as they revised their language policy and made commercial decisions. My observations suggest that, over the course of a year, the school uncritically accepted sufficient popular interpretations of primary neuroscience research to fulfil their intention of building a marketable, gendered school culture. I further note the existence of a parallel cognitive discourse around principles of learning that influenced teacher pedagogy. These two discourses allowed the school to meet its aims of i) building a gendered educational culture at a school for boys, ii) placing the school in a competitive education market (both primarily based on the discourse of neuroscience) and iii) meeting the educational needs of their students (based primarily on the discourse of cognitive psychology).
Exploring Students' Perceptions of Integrating Wiki Technology and Peer Feedback into English Writing Courses
Author: Lin, Wen-Chuan
Date: 2011-07-00
Type: Journal Articles
Subjects: Feedback (Response),Student Attitudes,Collaborative Writing,Writing Processes,Interpersonal Relationship,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Writing Skills,Writing Instruction,Information Technology,College Students,Interviews,Surveys,Technology Integration,Educational Technology

This study applied Wiki technology and peer review to an English as a foreign language writing class. The objective was to investigate whether this system, as a collaborative platform, would improve students' writing skills. The study gauged students' perceptions about integrating a Wiki writing course and peer feedback. The participants were 32 sophomore students in an English department at a college in Taiwan. The study used a socio-cultural theoretical framework to explore students' perceptions of the effectiveness of Wiki-based writing projects and experiences of social interaction in the process of writing, based on self-reported reflections about the project, observations of student learning, interviews and surveys. Findings revealed that most students explicitly stated that they felt positive about their ability to apply Wiki and peer feedback to writing instruction. Meaningful social interaction appears to play a significant role with regard to students' perceived benefits of this collaborative writing process. Students nevertheless encountered both functional and psychological obstacles to using the new tools, indicating the need to alter their traditional learning practices to embrace new, technology-enhanced learning systems. (Contains 1 table and 2 figures.)
Embodied Literacies and a Poetics of Place
Author: Kerkham, Lyn
Date: 2011-09-00
Type: Journal Articles
Subjects: Physical Environment,Elementary School Teachers,Professional Identity,Ecology,Recreational Activities,Leisure Time,Place of Residence,Environmental Education,Local Issues,Curriculum Development,Feminism

In this paper I explore the interconnected nature of literacy and the body, and the relation between bodies, landscapes and literacies. I draw on interview data from my doctoral study, the central problematic of which is to provide a rich account of the ways in which teachers' embodied histories, multiple identities and out-of-school lives relate to their environmental communications curriculum. I engage with the narratives of Toni, a primary-school teacher, and show how she constructs multiple selves in relation to the places where she lives and teaches. My interest here is in how these multiple selves shape, and are shaped by, the actualities of her everyday life and her environmental communications curriculum. I use the feminist poststructuralist notion of body/landscape relations (Davies, 2000; Somerville, 1999) to argue that literacies are intimately tied to bodies and bodies are always somewhere: bodies and landscapes are shaped through acts of reading and writing them. I follow this line of thinking in a discussion of Toni's environmental communications curriculum and the ways of perceiving and acting in the world that curriculum makes possible for her students as they reinscribe relations of selves and the environment. (Contains 4 footnotes.)
"I've Got Swag": Simone Performs Critical Literacy in a High-School English Classroom
Author: Johnson, Elisabeth
Date: 2011-09-00
Type: Journal Articles
Subjects: Critical Theory,High School Students,English Instruction,Grade 10,Audiences,Essays,Student Publications,Classroom Environment,Popular Culture,Current Events,Controversial Issues (Course Content),Nonverbal Communication,Self Concept,Social Cognition,Role,Identification (Psychology),Politics of Education

Drawing on multimodal, post-structural, and critical theory, the author examines a high-school English classroom exchange about editing a student publication. Analysing a young woman's embodied identity performances, the author illustrates how Simone, a tenth-grader, employed, adjusted, and coupled modes of communication like speech, laughter, gesture, and silence to perform critical literacy amidst discursive subjectivities the local media and school officials were busy producing for young writers. She argues that Simone's decisions to try on a variety of genres of communication, to shift from speech modes to embodied gestural modes, and to address particular audiences at particular junctures, evidence her identity as a critically literate person in school. Moreover, shifts in genre, mode and audience afforded Simone opportunities to maintain multiple identities in the classroom, at times obfuscating her "critical" identity to maintain her status as an "obedient" student while simultaneously critical vis-a-vis other audiences. Teachers interested in critical pedagogy and ways to read participation might consider how gestures, body movement and shifts in volume are participatory, communicative acts that might provoke questions about authority and limits to classroom knowledge. Teachers can engage such questions to re-think curricula, rules, what they're willing to know about student identities in school. (Contains 4 footnotes.)
"Feeling Lore": The "Problem" of Emotion in the Practice of Teaching
Author: Wenger, Christy I.
Date: 2011-09-00
Type: Journal Articles
Subjects: Scholarship,College Instruction,Learning,Writing Instruction,Teaching Methods,Psychological Patterns,Authors,Writing (Composition),Emotional Response,Teacher Student Relationship,Classroom Environment,Negative Attitudes,College Students,Self Concept

This paper investigates the current dismissal of feeling from teaching and learning in the college composition classroom. Drawing on the teaching experiences and the concept of lore, it argues that the practices and pedagogies of composition studies continue to produce a division between reason and emotion, denying the body's epistemic potential. In order to revalue students' emoting bodies and to authorise felt knowledge, it argues that we should bring the liveable theory of embodied writing pedagogies to bear on the field of composition studies. These pedagogies offer instructors and students alternative ways of thinking and being in the writing classroom and beyond. (Contains 10 footnotes.)
Limbs beyond the Skin: Exploring the Physical Realities of Digital Composition
Author: Doerr-Stevens, Candance
Date: 2011-09-00
Type: Journal Articles
Subjects: Learner Engagement,Human Body,Theories,Role Playing,Video Games,Participation,Computer Uses in Education,Educational Technology,Virtual Classrooms,Curriculum Design,Technology Integration,Interpersonal Relationship,Computer Mediated Communication,Teaching Methods,Identification (Psychology),College Students,Electronic Publishing

This article discusses how prolonged participation and digital composition online intersect to forge material extensions of the physical body, or limbs beyond the skin. Based on postmodern theories of technology and the body, I argue that these limbs, while less tangible, merit serious consideration given their potential to engender physical reactions to virtual events. The data used to illustrate this forging of limbs comes from a study of student engagement with online role-play, in which fictional role-play events had physical consequences for real-world participants. Exploring the body as networked across online and offline contexts provides a deeper understanding not only of youth engagement in the process of digital media composition but also in the design of curriculum that involves virtual settings for learning. (Contains 1 table and 1 footnote.)