ethanporcaro/eric-fulltext-meta huggingface dataset:
Yes We Can Change: Disability Studies--Enabling Equality
Author: Rembis, Michael A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Disabilities,Ethnic Diversity,Activism,Consciousness Raising,Civil Rights,Social Justice,Attitude Change,Attitudes toward Disabilities,Change Strategies,Change Agents,Social Change,Accessibility (for Disabled),International Education

In this article, I offer a brief assessment of the international disability rights and culture movements and disability studies, as well as a commentary on the future of disability and disability studies. A diverse group of activists, artists, and scholars have brought about momentous legal changes in dozens of countries around the world. They have also enabled a critical rearticulation of what it means to be disabled. Yet, this revisioning of disability and this repositioning of disabled people remains fraught. I contend that while movement participants, scholars, and their allies are off to a great start, they have yet to grapple in any serious way with some of the most important and contentious issues within the disability rights and culture movements and disability studies, namely their own internal diversity and the material reality of many disabled peoples' lives. Despite these complexities, I maintain that the disability rights and culture movements and disability studies have tremendous transformative potential.
Using Disability Studies Theory to Change Disability Services: A Case Study in Student Activism
Author: Cory, Rebecca C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Activism,Disabilities,Case Studies,Theory Practice Relationship,Attitudes toward Disabilities,Student Organizations,Consciousness Raising,Advocacy,Academic Accommodations (Disabilities),Accessibility (for Disabled),Strategic Planning,Educational Planning,Change Strategies,Organizational Change

In 2001, a group of student activists at Syracuse University started an organization called the Beyond Compliance Coordinating Committee (BCCC). The BCCC activists used disability studies theory to engage the campus in conversations about disability and inform significant change in the way Syracuse administration think about disability. This paper explores what makes Syracuse unique and what happened between 2001 and the present day. It concludes with recommendations for disability services providers on how they can use the experience at Syracuse to inform their thinking about campus culture and services.
How to Crip the Undergraduate Classroom: Lessons from Performance, Pedagogy, and Possibility
Author: Fox, Ann M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Disabilities,Program Effectiveness,Liberal Arts,Undergraduate Students,Educational Strategies,Teaching Methods,Drama,Models

My work in disability performance studies has taken place within the context of a small liberal arts college over the past decade, and has been more multifaceted than I had ever expected. This essay was originally conceived as part of a panel convened at the Society for Disability Studies Conference in honor of the publication of Beyond Victims and Villains: Contemporary Plays by Disabled Playwrights (Lewis, 2006). I reference this volume, the first published collection of its kind, as a model and catalyst for defining strategies that educators wishing to incorporate disability studies into their campus community life, inside and outside of the classroom, might adopt. In the essay, I outline four such strategies and discuss them, using examples from my own experience: a) "cripping" the canon, b) "cripping" the curriculum, c) enlisting your colleagues in the performance of disability, and d) creating alternative on-campus performances of disability. (Contains 4 footnotes.)
Disability Services' Standards and the Worldviews Guiding Their Implementation
Author: Guzman, Alberto
Date: 2010-00-00
Type: Journal Articles
Subjects: Disabilities,Standards,Program Implementation,Delivery Systems,Attitudes toward Disabilities,Related Services (Special Education),Academic Accommodations (Disabilities),Best Practices,Student Personnel Services,Student Personnel Workers,Program Attitudes,World Views,Mail Surveys,Caregiver Attitudes

This paper presents a study that incorporated an Internet survey to analyze disability-related perspectives held by higher education's disability service providers in the implementation of program standards. Incorporating disability studies scholarship, the quantitative study used the constructs of individual, social, and universal approaches to service delivery as a looking glass. The study's investigation involved a sample of disability service providers who held a membership in the Association of Higher Education And Disability (AHEAD) during fiscal year 2007. In general, findings indicated participants were more likely to deliver services guided by an individual approach, thereby determining the individual's "deficit" and accommodating the disability. However, findings also indicated that, to some extent, participants had awareness of and sometimes utilized either social or universal approaches in their service delivery. This manuscript concludes with a discussion of implications for disability studies, disability services, AHEAD, and service professionals. (Contains 7 tables.)
A Disability Studies Framework for Policy Activism in Postsecondary Education
Author: Gabel, Susan L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Disabilities,Social Justice,Activism,Policy Formation,Models,Case Studies,Theory Practice Relationship,Program Implementation,Research Projects

This article uses disability studies and the social model of disability as theoretical foundations for policy activism in postsecondary education. The social model is discussed and a model for policy activism is described. A case study of how disability studies and policy activism can be applied is provided utilizing the "3C Project to Provide Students with Disabilities a Quality Higher Education," a federally-funded development grant. (Contains 1 figure.)
Walking the Walk: Modeling Social Model and Universal Design in the Disabilities Office
Author: Thornton, Melanie
Date: 2010-00-00
Type: Journal Articles
Subjects: Disabilities,Student Personnel Services,State Universities,Attitudes toward Disabilities,Attitude Change,Language Usage,Policy Formation,Position Papers

Making the shift from the medical model of disability to the social model requires postsecondary disabilities offices to carefully examine and revise policies and procedures to reflect this paradigm shift, which gives them the credibility to work toward such change on the campus level. The process followed by one university is covered in-depth, as well as outcomes and implications. (Contains 3 tables.)
Bridging the Gap between Disability Studies and Disability Services in Higher Education: A Model Center on Disability
Author: Strauss, Alan L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Discipline,Intellectual Disciplines,Social Change,Behavioral Sciences,Teacher Attitudes,Humanities,Universities,Deafness,Research and Development Centers,Disabilities

The professional field of Disability Services in Higher Education and the academic discipline of Disability Studies share a perspective on disability that considers disability as a socially constructed phenomenon. Despite this common underpinning, there has been little effort or inquiry into the ways that disability services and Disability Studies can and should inform each other. At the University of Arizona, a model Center on Disability is taking shape that will explore the gaps between disability studies and services. Specifically, the Center will unite current and needed resources to advance theory and practice in disability-related research, teaching, and service that contribute to social change. The Center will be a catalyst for innovative, collaborative inquiry that will illuminate the intersections among education, the humanities, the arts, social and behavioral sciences, and the professional schools. The Center's research will address education, policy, and practice.
Nurturing Cultures of Peace with Dialogic Approaches to Language and Literacy
Author: Wong, Shelley
Date: 2009-12-00
Type: Journal Articles
Subjects: Social Justice,Global Approach,Dialogs (Language),Ability,Violence,Bullying,Teacher Role,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Peace,Literacy Education

This paper argues that violence in society can be reflected in the microcosm of the classroom, primarily taking the form of a range of bullying behaviours, and that TESOL educators can play a role in addressing conflict by connecting individuals and communities through a dialogic approach to TESOL. The article goes on to describe the nature of dialogic pedagogy and identifies its relationship to past paradigms of methodology, using as a framework three questions taken from Prator's (1979) &quot;Cornerstones of Method&quot;: (a) What is known about the nature of language? (b) What is known about the nature of the learner? (c) What are the aims of instruction? The paper concludes that a dialogic approach assists TESOL educators not only to support the learning of all students from a wide range of ability levels and ages but also to go beyond the classroom to view praxis as connecting with all communities with global perspective for social justice and peace.
Reviewing South Australian ESL Programs and Services: Implications for Teachers and Learners at Senior Secondary Levels
Author: Morgan, Anne Marie
Date: 2009-12-00
Type: Journal Articles
Subjects: National Curriculum,English (Second Language),Foreign Countries,Second Language Learning,Second Language Instruction,Educational Policy,Educational Finance

Currently each state and territory in Australia offers its own range of ESOL services and programs, guided by policy and supported by funding from both national, state and territory authorities, with some variations occurring across jurisdictions (government, independent, Catholic). The National Curriculum Board (now renamed the Australian Curriculum, Assessment and Reporting Authority [ACARA]) came into effect in January 2009 and released for consultation an English curriculum framing paper for a national English curriculum. It is timely, therefore, to consider what states and territories currently offer in terms of ESOL services and programs, and what might be learned from considering these in terms of useful models for framing national curriculum and programs. The author examines the South Australian ESOL programs and services, focusing on the senior secondary years and highlights implications of the national English curriculum for ESL teachers and learners.
Oral to Literate Traditions: Emerging Literacies in Remote Aboriginal Australia
Author: Kral, Inge
Date: 2009-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Foreign Countries,Oral Tradition,Indigenous Populations,Literacy,Nonverbal Communication,Communication Skills,Written Language,Information Technology

Public debate on literacy in remote Indigenous Australia emphasises a narrative of failure. The discussion commonly focuses on the low literacy and numeracy benchmarks achieved in remote Indigenous schools. Little attention has been paid to the short history of literacy in isolated Indigenous societies, the shift from oral to literate traditions and how people use literacy in everyday social contexts. Yet with increased access to digital technologies over recent years, it is evident that new multimodal literacy practices are emerging. In this way we are seeing remote Indigenous youth acquiring oral, visual, gestural and written modes of representation and communication and using them in everyday social practice.
The Most Daring Education Reform of All
Author: Senechal, Diana
Date: 2010-00-00
Type: Journal Articles
Subjects: Public Schools,Educational Change,Elementary Secondary Education,Educational Objectives,Problem Solving,Creativity,Cooperation,Critical Thinking,Technology Uses in Education,Teaching Methods,Theory Practice Relationship,Academic Education,Knowledge Level,Course Content,Time Perspective

As long as there have been public schools, there have been reformers of public schools. All too often, they have insisted on sweeping changes; enamored of their bold, new idea, they haven't considered whether anything established ought to endure. The result? A century of faddish ideas, but little real progress. Among today's most vocal reformers are those calling for 21st-century skills throughout the K-12 curriculum. While a national discussion of how to increase students' skills is warranted, a rush to toss out traditional pedagogy and content is not. In this article, the author argues that to make changes thoughtfully--to keep the layers of past and present in everything reformers do--may be the most daring education reform of all. If reformers so dared, they could commit to the civic, individual, and economic goals of education, embrace the benefits of traditional and innovative pedagogy, and pair enduring content with important skills. (Contains 17 endnotes.)
What Does--and What Should--P21 Advocate?
Author: Munson, Lynne
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Educational Change,Elementary Secondary Education,Role of Education,Educational Objectives,Problem Solving,Creativity,Cooperation,Critical Thinking,Technology Uses in Education,Social Studies,Geography,Language Arts,Knowledge Level,Course Content,Expectation,Academic Education,Lesson Plans,Synthesis,Models

This article presents the authors' critique of lessons proposed by the Partnership for 21st Century Skills (P21). The authors initiate a discussion about content that they hope will play out in schoolhouses and statehouses across the country. They take on a different task: they present a handful of lesson ideas from P21 that could enhance studies of academic content. They present examples of content-rich education in which they hope P21 will use as models to revise its current skills maps. (Contains 11 endnotes.)
A Century of Skills Movements
Author: Ravitch, Diane
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational History,Relevance (Education),Teaching Methods,Traditionalism,Theory Practice Relationship,Academic Education,Knowledge Level,Time Perspective

The author is a historian of education and has written often about the educational enthusiasms and fads of the past century. One of her books, titled "Left Back," tells the story of the rise and fall of one fad after another across the 20th century. In brief, what she has found is that in the land of American pedagogy, innovation is frequently confused with progress, and whatever is thought to be new is always embraced more readily than what is known to be true. Thus, pedagogues, policymakers, thought leaders, facilitators, and elected officials are rushing to get aboard the 21st-century-skills express train, lest they appear to be old-fashioned or traditional, these terms being the worst sort of opprobrium that can be hurled at any educator. In this article, the author shows that there is nothing new about the proposals of the 21st-century-skills movement. They only echo progressive ideas of the past 100 years.
"21st-Century" Skills: Not New, but a Worthy Challenge
Author: Rotherham, Andrew J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Public Education,Role of Education,Educational Objectives,Knowledge Level,Course Content,Skills,Instructional Effectiveness,Educational Assessment,Educational Change,Educational History,Teaching Methods,Theory Practice Relationship

A growing number of business leaders, politicians, and educators are united around the idea that students need "21st-century skills" to be successful today. It's exciting to believe that one lives in times that are so revolutionary that they demand new and different abilities. But in fact, the skills students need in the 21st century are not new. What's new is the extent to which changes in the economy and the world mean that collective and individual success depends on having such skills. The authors argue that if these skills were indeed new, then Americans would need a radical overhaul of how they think about content and curriculum. Developing students' skills requires a content-rich curriculum, well-supported teachers, and sophisticated assessments. The authors seek to call attention to the magnitude of the challenge and to sound a note of caution amidst the sirens calling the political leaders once again to the rocky shoals of past education reform failures. Without better curriculum, better teaching, and better tests, the emphasis on "21st-century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress. (Contains 5 endnotes.)
The Promise of Preschool: Why We Need Early Education for All
Author: Barnett, W. Steven
Date: 2010-00-00
Type: Journal Articles
Subjects: Preschool Education,Dropouts,Disadvantaged Youth,Public Education,Program Effectiveness,Middle Class,Academic Achievement,Social Development,Preschool Teachers,Educational Quality,Academic Standards

It's fairly well known that high-quality preschool programs can have life-altering impacts on disadvantaged children, including reductions in school dropout and crime, and increased earnings. Not as well known is that terrific preschool programs have important academic and social benefits for middle-class children too. Decades of research indicate that if high-quality preschool were offered to all children, the benefits would far outweigh the costs. In this article, the authors discuss the key characteristics of high-quality preschool education to all children. They call for replacing the nation's patchwork of predominately poor and mediocre programs with preschool education that is part of every state's system of public education. They argue that the targeted approach of the early childhood policy in the United States is fundamentally unsound and should be changed in favor of public preschool for all. (Contains 29 endnotes.)
A Preschool with Promise: How One District Provides Early Education for All
Author: Dubin, Jennifer
Date: 2010-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Teachers,Children,Curriculum,School Districts,Program Effectiveness,Student Attitudes,Teacher Attitudes,Mathematics Instruction,Reading Instruction,Teaching Methods

This article features a school district in Perth Amboy, New Jersey, that has created a full-day preschool program that helps prepare all children socially and academically for school. For students ages 3 and 4 in Perth Amboy, the two ideas--learning and fun--are one and the same. Through the district's full-day preschool program, teachers carefully plan fun, engaging, and educational lessons. They also carefully plan the day so children enjoy a mix of teacher-directed time, self-directed time, and play time. Many Perth Amboy children benefit from a curriculum that introduces letters and numbers, builds their vocabularies, hones their listening and social skills, and gives them the background knowledge they need to be prepared for school. Perth Amboy's preschool teachers take pride in the district's students entering kindergarten prepared.
A New Path Forward: Four Approaches to Quality Teaching and Better Schools
Author: Weingarten, Randi
Date: 2010-00-00
Type: Journal Articles
Subjects: Civil Rights,Standardized Tests,Educational Change,Teaching Methods,Teacher Education,Teacher Evaluation,High Schools,Labor Relations,Collective Bargaining

In a global knowledge economy, filling in the bubbles on a standardized test isn't going to prepare children to succeed in life. This is the time to shed the old conflicts and come together. In this article, the author suggests a new path forward--toward a 21st-century education system, a serious and comprehensive reform plan to transform U.S. schools, ensure great teaching, and prepare children for productive, successful, and meaningful lives. He calls for a new template for teacher development and evaluation, a new approach to due process, the support that teachers need to do their jobs well, and more collaboration between labor and management.
Unintended Consequences: High Stakes Can Result in Low Standards
Author: Perlstein, Linda
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Achievement,Boards of Education,Evaluation Methods,Grade 3,High Stakes Tests,Elementary Schools,Feedback (Response),Mathematics Instruction,Reading Instruction,Educational Quality

In all the elementary schools in the county, benchmark assessments were given six times a year in math and three times in reading; they were modeled after the questions anticipated on the Maryland School Assessment (MSA). Although results were sent to the school board, there were no cosmic consequences for the hourlong tests; they were supposed to be used by teachers to diagnose problems and adjust instruction. But at Tyler Heights Elementary School, benchmarks were seen as facsimiles of the MSA and treated with commensurate intensity. The first day of school was the last day the third-graders didn't write a BCR--a &quot;brief constructed response,&quot; a paragraph-sized answer that's required on the state test. Using Tyler Heights as an example, this article illustrates how standards and students suffer when test scores are the only official indicator of school quality. (Contains 2 footnotes.)
Tyler Heights Is Not Alone: Score Inflation Is Common in Education--and Other Fields
Author: Koretz, Daniel
Date: 2010-00-00
Type: Journal Articles
Subjects: Schools of Education,Educational Testing,Economic Climate,Scores,Academic Achievement,Accountability,High Stakes Tests,Grade 3,Elementary School Teachers

Every year, newspaper articles and news releases from education departments around the nation report that test scores are up again, often dramatically. The main story line is usually positive: performance is getting better, and rapidly. Unfortunately, this good news is often more apparent than real. Scores on the tests used for accountability have become inflated, badly overstating real gains in student performance. When scores are inflated, many of the most important conclusions people base on them will be wrong, and students--and sometimes teachers--will suffer as a result. The author cites one example of Campbell's law in the media that provides a hint of how score inflation arises. Since score inflation can be enormous to mislead people, the author stresses the need to be more realistic about using tests as a part of educational accountability systems. The author argues that if educational testing is used carefully, it can be immensely informative, and it can be a very powerful tool for changing education for the better. Used indiscriminately, it poses a risk of various and severe side effects. (Contains 2 endnotes.)