ethanporcaro/eric-fulltext-meta huggingface dataset:
An Integrated Theory of Thinking and Speaking That Draws on Vygotsky and Bakhtin/Vološinov
Author: Roth, Wolff-Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Psychology,Philosophy,Individual Development,Social Theories,Cultural Influences,Language Usage,Comprehension,Speech Communication,Language Skills,Russian,English,German,French,Interpersonal Communication,High School Students,Physics

Vygotsky's social-psychological theory of human development and Bakhtin/Vološinov's theory of language and the dialogical nature of thought have received increasing interest in the educational research literature but tend to remain unrelated even where co-citation occurs. In this article, I first present a model that integrates the fundamentally common features in the two approaches and present a table with the correspondences of the theoretical terms across four European languages; the model thereby integrates the psychological and sociological dimensions at the heart of the two approaches. I then articulate and elaborate on six main issues that are relevant to and have implications for research: (a) sensual life as integrative unit, (b) self-movement and development, (c) the nested relations between activity and living utterance, (d) signification, (e) vernacular as the origin and locus of development, and (f) unit analysis.
Rereading Comprehension Pedagogies: Toward a Dialogic Teaching Ethic That Honors Student Sensemaking
Author: Aukerman, Maren
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Instruction,Teaching Methods,Reading Achievement,Outcomes of Education,Educational Theories,Ethics,Definitions,Context Effect,Semiotics,Barriers,Educational Benefits

This conceptual essay critiques reading comprehension pedagogies that are part of the current educational landscape. I argue that comprehension pedagogy generally reflects one of three differing orientations, each with its own assumptions about what comprehension is: comprehension-as-outcome pedagogies, which emphasize getting textual meaning &quot;right&quot;; comprehension-as-procedure pedagogies, which emphasize knowing the &quot;right&quot; ways doing reading; and comprehension-as-sensemaking pedagogies, which take all textual interpretation seriously, regardless of &quot;rightness.&quot; Comprehension-as-sensemaking pedagogies, in turn, can be distinguished as either primarily responsive--aimed at surfacing student understandings--or primarily dialogic--aimed at getting student understandings to refract. Arguably, comprehension-as-outcome pedagogy dominates current reading instruction. A focus on measuring and teaching toward &quot;right&quot; interpretations permeates almost all aspects of comprehension pedagogy even when one of the other orientations toward comprehension pedagogy is also at play. While seemingly intuitive, this overarching outcome emphasis reifies textual meaning in ways that are both theoretically and ethically problematic. I make the case that comprehension-as-sensemaking pedagogy should become primary instead. I propose that comprehension-as-outcome and comprehension-as-procedure pedagogies should not be abandoned, but should be subordinated to dialogic comprehension-as-sensemaking pedagogy so that students' textual sensemaking is more fully heard, respected, and examined in reading classrooms.
Maximizing Opportunities to Enroll in Advanced High School Science Courses: Examining the Scientific Dispositions of Black Girls
Author: Young, Jemimah L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Females,African American Students,High School Students,STEM Education,Student Characteristics,Science Instruction,Advanced Courses,Enrollment Trends,Correlation,Predictor Variables,Identification (Psychology),Longitudinal Studies,Online Surveys,Science Interests,Self Efficacy,Course Selection (Students),Statistical Analysis,Factor Analysis

Diversifying the STEM workforce is a national concern. To address this concern, researchers, policymakers, and educators are working to increase STEM career interest and achievement in a more diverse population of learners. Black girls and young women represent a unique population of STEM learners that remain relatively untapped and largely under researched in current STEM education scholarship. Therefore, this study focuses on the relationship between the science dispositions of Black girls and advanced science course enrollment. The present study utilized a sample of Black female students (N = 1,810) that participated in the High School Longitudinal Study of 2009/2012 (HSLS:09/12). To examine whether science dispositions are predictive of general enrollment in advanced science courses a canonical correlation analysis (CCA) was performed. The observed relationship between science dispositions and participation in advanced science of r = 0.389 and explains 15.13% of the variance. The majority of the predictive information for the science disposition construct was observed in science identity. Therefore, the development of science identity in Black girls should be the focus of educators and parents seeking to increase Black girls' participation in advanced science courses. Implications are provided for parents and educational stakeholders of Black girls.
Subjective Discipline and the Social Control of Black Girls in Pipeline Schools
Author: Martin, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: African American Students,Females,White Students,Comparative Analysis,Grade 10,High School Students,Longitudinal Studies,Grade Repetition,At Risk Students,Discipline Problems,Racial Bias,Dropout Rate,Racial Differences,Teacher Attitudes,Regression (Statistics)

Using an intersectional feminist critical race lens, we utilized the Education Longitudinal Study (2002) data comparing tenth grade African American girls to White girls, analyzing whether the student was ever held back, teacher reports of problem behaviors in classrooms, and whether the student did not graduate from high school in the four years following her tenth-grade year, to determine if subjective discipline and social control of Black girls leads to eventual school dropout. Essentially, we asked, are African American girls who are retained and/or subjected to other more informal push-out policies more apt to leave school on their own? The findings confirmed, first, that African American girls were at much higher risk of both grade retention and informal reports of discipline problems from teachers, even after controlling for family factors, school quality, and teacher quality. We then confirmed that while family, school, and teacher quality factors did not explain away the much higher dropout rate of African American girls, the differences in history of grade retention and teacher discipline completed equated the two groups. These findings provide support for the &quot;push-out&quot; explanation put forward in the literature.
Students' Reading Comprehension Performance with Emotional Literacy-Based Strategy Intervention
Author: Yussof, Yusfarina Mohd
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Emotional Development,Intervention,Literacy,Reading Strategies,Experimental Groups,Control Groups,Instructional Effectiveness,Reading Instruction,Reading Tests,Scores,Taxonomy,Difficulty Level,Inferences,Critical Reading,Literature Appreciation,Reading Achievement,Hypothesis Testing,Secondary School Students,Statistical Analysis

An effective reading comprehension process demands a strategy to enhance the cognitive ability to digest text information in the effort to elicit meaning contextually. In addition, the role of emotions also influences the efficacy of this process, especially in narrative text comprehension. This quasi-experimental study aims to observe students' performance in the Reading Comprehension Test resulting from Emotional Literacy-Based Reading Comprehension Strategy (ELBRCS), which is a combination of cognitive and affective strategies. This study involved 90 students, whereby 45 students were clustered in the Experimental Group and received the ELBRCS intervension. The remaining 45 students were placed in the Control Group and underwent the conventional strategy (prevalent classroom method).The students' reading comprehension performance was measured using the Reading Comprehension Test (RCT). The findings show that the experimental group received a higher score than the control group for RCT. The intervention has successfully increased student's Reading Comprehension from literal comprehension to higher levels of comprehension i.e. inferential, evaluative and appreciative levels, as indicated by Barret's Taxonomy.
Faculty Teaching Perspectives about an Urban-Focused Teacher Education Program
Author: Ukpokodu, Omiunota N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Urban Schools,Teacher Education Programs,College Faculty,Culturally Relevant Education,Social Justice,Teaching Methods,Empathy,Cultural Differences,Student Diversity,Interdisciplinary Approach,Cultural Awareness,Semi Structured Interviews

This qualitative study investigates the perspectives of faculty teaching engagement in a uniquely designed, collaborative urban-focused teacher education program. The study analyzes interviews conducted with seven participating faculty from both the School of Education and the College of Arts and Sciences in an urban university. The findings reveal critical perspectives including personal and professional transformation and purpose-driven teaching, awareness of the depth of substandard education in urban schools, learning to empathize, embracing culturally responsive and social justice teaching, valuing diverse teacher candidates' cultural assets, and appreciation of cross-unit collaboration. The paper concludes by discussing critical implications for rethinking teacher education for diversity.
Urban Educational Change: Building Trust and Alignment among Fragmented Coalitions of Color
Author: Stewart, Tricia J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Change,Case Studies,Urban Areas,Community,Equal Education,Racial Differences,Low Income Groups,School Districts,Minority Group Students,Community Organizations,School Community Programs,Agency Cooperation,Documentation,Mass Media

This article is a historical case study of an attempt to build a citywide coalition in Rochester, NY. The coalition wanted to improve urban education by implementing community based wrap-around supports in a similar form as the well-respected Harlem Children's Zone. Our study found that groups had difficulty creating buy-in for this reform effort because of fragmented coalitions, changeover in leadership, and ambitious, yet evolving goals. Political theories relating to coalition building and civic capacity suggest fragmented coalitions can hamper initiatives when bridging between communities of color and power elites fails to take place, but our study suggests additional limitations when varying communities of color are not aligned in their efforts. Our historical case study suggests that strategic development of trust and coalition building is necessary to build civic capacity relating to urban education improvement--particularly between communities of color and power elites, as well as across communities of color.
The Impact of Adapting a General Professional Development Framework to the Constraints of In-Service Professional Development on the Next Generation Science Standards in Urban Settings
Author: McGee, Steven
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Standards,Faculty Development,Urban Schools,Middle School Teachers,Science Teachers,Partnerships in Education,College School Cooperation,Workshops,Teacher Surveys,Teacher Attitudes,Program Effectiveness,Educational Change,Teacher Characteristics,Statistical Analysis,Measures (Individuals),School Districts,Regression (Statistics),Hierarchical Linear Modeling

Urban school districts face a dilemma in providing professional development support for teachers in transition to the Next Generation Science Standards (NGSS). Districts need to maximize the quality and amount of professional development within practical funding constraints. In this paper, we discuss preliminary results from a researcher-practitioner partnership between Northwestern University and the Chicago Public Schools. We explore a model for quarterly NGSS professional development for urban middle school science teachers that spans three years. The workshop inquiry experiences are aligned to areas of research excellence at Northwestern. Teachers in twenty-three of the schools responded to a survey on the impact of formal and informal learning experiences on changes in teaching practice. We also analyzed the growth in student-rated inquiry-based science teaching practices. The results indicate that the professional development program had a significant direct impact on teaching practices as well as indirect impact on the teaching practices of other teachers at the school.
Enhancing the L[subscript 1] Primary Students' Achievement in Writing Paragraph by Using Pictures
Author: Rosmawaty
Date: 2013-10-00
Type: Journal Articles
Subjects: Writing Achievement,Paragraph Composition,Elementary School Students,Teaching Methods,Learning Processes,Multimedia Instruction,Multimedia Materials,Student Motivation,Photography,Media Literacy,Writing Instruction,Action Research,Interviews,Questionnaires,Instructional Effectiveness,Foreign Countries,Qualitative Research,Statistical Analysis

Lecturing method is a very old method and makes students become bored during the teaching learning process especially in writing paragraphs. This case occurred in teaching learning process of L[subscript 1] learners on primary level in Indonesia. This problem is solved by using picture as media for teaching writing paragraphs. The scope of this study is focused on L[subscript 1] learners on first grade primary level in Indonesia and on writing paragraph topic of subject. The objective of this study is to find out the improvement of students' achievement in writing paragraph by using pictures. Significance of this study is to motivate students, improve readers' knowledge about picture as media for teaching paragraph writing skill. Quantitative and qualitative approaches were conducted to get the data for this research. Factually, in the result of the research, the mean score of students sharply increases from the first evaluation to the second evaluation, which is from 65.25 to 85.50. Additionally, there is 80% of percentage range between the first evaluation and second evaluation, which are 20% and 100% respectively. From the qualitative data, the researcher discovered that both of teacher and students said that picture is an appropriate media for teaching and learning paragraph writing skill. All in all, from the findings it can be concluded that by using picture, the L[subscript 1] primary students' achievement in writing paragraph is significantly enhanced.
Level of Information &amp; Communication Technology (ICT) Usage among ESL Teachers in Malaysia
Author: Hendehjan, Niyosha Morshedi
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,English (Second Language),Gender Differences,Age Differences,Barriers,Statistical Analysis,Teacher Surveys,Student Teachers,Student Teacher Attitudes,Questionnaires,Use Studies,Incidence,Educational Practices,Usability,Graduate Students,Curriculum Implementation

The current study attempted to identify the level of (ICT) usage among ESL teachers, the difference between the level of ICT usage based on gender and age, the teachers' perception towards ICT usage and the barriers faced by teachers. This study was a quantitative study using the descriptive survey approach. The total number of participants was 90 ESL student teachers. Data collection involved the use of a questionnaire and the results were analysed using descriptive and inferential statistics. Findings showed that the level of ICT among teachers was moderate to high. The findings also revealed that females used ICT more than males and younger teachers used ICT more than older teachers. In addition, the level of perceived ease of use and perceived usefulness was moderate to high and high respectively. The findings also indicated that the level of barrier among teachers was low.
Iranian Pre-University English Teachers' Perceptions and Attitudes towards the Iranian National University Entrance Exam: A Washback Study
Author: Mahmoudi, Leila
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Secondary School Teachers,English (Second Language),Second Language Instruction,College Preparation,College Entrance Examinations,High Stakes Tests,Questionnaires,Semi Structured Interviews,Test Validity,Teacher Attitudes,Females

The washback effect of high-stakes tests has been explored in different countries and various educational contexts. Washback generally refers to the influence of testing on teaching and learning (Alderson &amp; Wall, 1993). This paper which is a part of a larger study seeks to report the perceptions and attitudes of Iranian pre-university English teachers towards the effect of Iranian National University Entrance Exam (hereafter the INUEE) on teachers' English teaching and learners' English learning. The participants were 6 female pre-university English teachers from two pre-university schools in the city of Ahwaz, Iran. To investigate their perceptions and attitudes towards the INUEE, a validated questionnaire was administered to the teachers and a semi-structured interview was also conducted in order to gain richer information, and to shed more light on the data collected through their questionnaires. The respondents answered questions on whether the test motivated the students to learn English, whether the INUEE evaluated students' academic knowledge, etc. The descriptive and qualitative analysis of the data revealed that teachers' perceptions towards the test were mixed. Two teachers held positive views about the test and four other teachers held negative perceptions about this high-stakes test. The findings of this study could be pedagogically significant to policy-makers, test designers, teachers, and students.
Black Culture
Author: Brown, Angela Khristin
Date: 2013-07-00
Type: Journal Articles
Subjects: Black Studies,African American Culture,African American History,African American Education,Slavery,Criticism,Oral Tradition,African American Literature

The migration of blacks in North America through slavery became united. The population of blacks passed down a tradition of artist through art to native born citizens. The art tradition involved telling stories to each generation in black families. The black culture elevated by tradition created hope to determine their personal freedom to escape from poverty of enslavement and to establish a way of life through tradition. A way of personal freedoms was through getting a good education that led to a better foundation and a better way of life.
Improving Job Performance: Workplace Learning Is the First Step
Author: Daryoush, Younes
Date: 2013-07-00
Type: Journal Articles
Subjects: Job Performance,Workplace Learning,Literature Reviews,Informal Education,Incidental Learning,Conventional Instruction,Educational Benefits,Relevance (Education)

The present study aims to contribute new knowledge to the existing literature on workplace learning and job performance. Particularly, the study analyzes contemporary literature on workplace learning and job performance, specifically formal and informal learning as well as employee task performance and contextual performance. The study hypothesized that informal, incidental and formal workplace learning have direct positive significant relationships with employee task and contextual performance.
Moroccan University Students' Online Reputation Management
Author: Mansouri, Zoulal
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Reputation,College Students,Social Media,Mass Media Use,Mass Media Effects,Social Networks,Web 2.0 Technologies,Privacy,Confidentiality,Recruitment,Student Surveys,Employer Attitudes,Self Management

Online reputation management (ORM), a component of e-marketing, has grown so fast over the past few years and has become increasingly significant to internet users. The permanence of the content generated on the net, mainly on social networks, has become a huge issue to consider. Because they live in this digital age, digital natives have a major responsibility in the way they create content and handle their reputation online long before beginning their job hunting. To clarify the matter, this paper explains through a review of the literature, the relationship between online reputation and social networks. To examine this issue locally, this study was conducted among college students in Casablanca. It aims to explore basically how they use Facebook and to what extent they are aware of the digital footprints that are kept on the net. A complementary study has been conducted among Moroccan employers to explore how they use social networks to screen candidates' job applications.
Framing the International Studies Curriculum: Toward the Development of Common Student Learning Outcomes
Author: Chernotsky, Harry I.
Date: 2013-00-00
Type: Journal Articles
Subjects: International Studies,Curriculum Development,Outcomes of Education,Alignment (Education),Core Curriculum,Interdisciplinary Approach,Behavioral Objectives,Graduation Requirements,Higher Education

Unlike most disciplinary-based academic programs, interdisciplinary international studies programs vary considerably in terms of their core curricula. They need to fit within the institutional context in which they operate and must insure that there are sufficient faculty and resources available so that required courses are accessible on a regular basis and students can move through in a timely fashion. This paper suggests a framework for crafting core curricula in international studies. It advances a set of recommended student learning outcomes designed to accommodate the diversity of curricula that exist while providing a basis for developing common learning experiences.
Caribbean Women Finding a Balance between Returning to Higher Education and Being Successful: Voices from Jamaica
Author: Black-Chen, Marsha
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Continuing Education,Nontraditional Students,Womens Education,Females,Higher Education,Feminism,Student Experience,Reentry Students,Student Attitudes,Value Judgment,Empowerment,Educational Attainment,Semi Structured Interviews

Over the last two decades there has been a dramatic increase in continuing education enrollment among non-traditional-aged females both in Jamaica and overseas. This article explores the academic experiences of Jamaican women returning to college, placing emphasis on support services within the higher education institutions attended and on these women's successes, challenges and strategies for successful academic and social integration into the higher education environment. A narrative inquiry and a feminist approach to research making women more visible provided this study's findings, which include the women's valuing education, feeling accomplished, and feeling empowered. Integration into these environments, a major challenge, includes physical and psychological pressures, family obligations and financial difficulties. Amplifying these women's voices is of the essence, in understanding the efficacy of this student population. Recommendations for further research are provided and the study's findings hold significant implications for non-traditional/part-time/evening college students in higher education in Jamaica. Recommendations include, higher education institutions and policy makers learning more about the academic experiences of women over 25, and increases in the flexibility of the environment as it relates to support services.