ethanporcaro/eric-fulltext-meta huggingface dataset:
Public Policy Issues Surrounding Online University Courses
Author: Holmes, Georgia L.
Date: 2008-00-00
Type: Journal Articles
Subjects: Public Policy,Online Courses,Copyrights,Ownership,Organizational Culture,Academic Freedom,Labor Relations,Labor Legislation,Court Litigation,Collective Bargaining,Policy Analysis,Legal Problems,Legal Responsibility,College Administration,Constitutional Law,Citizenship

With the maturation of the internet more and more colleges and universities are offering online courses. As these courses enter the mainstream, public policy issues are beginning to emerge. Many of these involve the tension between the &quot;work for hire&quot; doctrine and academic freedom that occurs when educational institutions offer these courses with a profit motive and then claim ownership of course materials. When a university begins to offer courses with a for profit motive, issues involving copyright infringement may also arise due to the inapplicability of the &quot;fair use exception&quot;. Other issues involve a developing disparity between the rights of public university faculty over those of private university faculty to the ownership of course materials as a result of the United States Supreme Court decision in &quot;NLRB v. Yeshiva University&quot; as well as the Due Process and the Takings Clauses in the Fifth Amendment and the Due Process Clause in the Fourteenth Amendment to the United States Constitution. The lack of clarity in U.S. copyright law over ownership of professorial created academic works has led some commentators to suggest the time has come to amend the law to return a &quot;teacher exception&quot; to the definition of a &quot;work for hire&quot; in the U.S. copyright statute. In the meantime, faculty must negotiate ownership issues with their schools on a individual basis, through collective bargaining or by both. In the case of private university faculty, there is no guarantee of any right to negotiate with their employer.
Reflections on EFL Proficiency Requirements in the Business Context: Towards Bilingualism in Professional Education in Finland
Author: Vuorela, Taina Helena
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingualism,Professional Education,Reflection,English (Second Language),Language Proficiency,Business English,Communication Strategies,Business Administration Education,Educational Legislation,National Curriculum,Educational Policy,Language Variation,Language of Instruction,English for Special Purposes

Language education has a long tradition in the Finnish educational system owing to the official bilingualism of the country with the Finnish and Swedish languages, its geopolitical location, and the limited possibility to use the national languages in international contacts. Since the end of the 20th century, English has gained ground from other foreign languages in the number of courses taken. However, this is not reflected on a policy level in the educational system of the country. In a globalising world, questions such as what variant of English should be taught to future business professionals who speak English as a foreign language (EFL), and what proficiency requirements different business professions set for the English language instruction in the professional tertiary sector remain largely unanswered. In addition to the present main strands being taught in the Finnish educational system, namely, the UK English and the US English, an English lingua franca (ELF) approach is gaining ground. ELF may be a difficult concept from the point of view of language instruction and testing. However, its use as a reference in business English instruction would seem to reflect the reality of the worldwide business community. In such a community, categories such native speakers and foreign/second language speakers have fuzzy edges, as the latter may be more fluent in English in specialist industrial domains than the speakers who use English as their first language. The present paper also discusses the types of communication skills required in English in the business professions in the light of the latest research, and their possible implications for pedagogic and policy issues.
Using Literacy Integration to Communicate Scientifically (ULINCS)
Author: Button, Linda J.
Date: 2007-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,School Districts,Teamwork,Teacher Collaboration,Curriculum Development,Cooperative Planning,Achievement Gains,Elementary School Teachers,Self Efficacy,Teacher Competencies,Models,Mathematics Skills,Reading Skills,Writing Skills,Science Instruction,Interdisciplinary Approach,Faculty Development,Workshops,Qualitative Research,Reading Achievement,Science Achievement,Inquiry,Statistical Analysis,Likert Scales

The ULINCS Project research describes how elementary teachers learned a model for integrating skills of mathematics, reading, and writing with the teaching of science which led to increased teaching skills and enhanced student achievement. This joint university and school district project was funded by an Eisenhower Grant, and focused on educators working in teams to synthesize curriculum standards while planning and teaching an integrated unit. The evidence indicates that when two or more teachers at a grade level were involved in the ULINCS Project, student achievement across the grade level improved. These experienced elementary teacher participants attained a personal level of self-efficacy, and adopted dispositions that allowed them to work at a comfortable pace when dealing with district and statewide changes. Although all schools and classes in the district evidenced achievement gains, the students in classes taught by the ULINCS teachers evidenced greater gains. The research results document increases in student achievement as well as teachers' personal development. Not surprisingly, there is a direct link between teacher thinking and student performance. The &quot;invisible&quot; thinking skills of teachers help generate new possibilities and increase instructional flexibility. When given a sustained professional development opportunity that challenges their content knowledge and pedagogical thinking, teachers may develop an increased capacity which leads to a high level of professional efficacy.
Developing Socio-Political Active Teachers: A Model for Teacher Professional Development
Author: Cadiero-Kaplan, Karen
Date: 2008-00-00
Type: Journal Articles
Subjects: English Language Learners,English (Second Language),Language of Instruction,Educational Policy,Language Usage,Graduate Study,Faculty Development,Journal Writing,Attitude Measures,Attitude Change,Masters Programs,Politics of Education,Educational Legislation,Federal Legislation

Presently in the United States there are 4.4 million English language learners (ELLs) in public schools, with California public schools being home to more than 40% of these students (Rumberger &amp; Gandara, 2004). Research indicates that it takes an individual up to seven years to fully develop a second language (Collier, 1987; Krashen, 1994). However, in many schools across the country students are being required to speak only English and be mainstreamed into English classrooms &quot;as quickly as possible&quot; (Kerper Mora, 2000). Such programs occur not based on best pedagogy, but are due in part to policies that claim &quot;English for the Children&quot; and &quot;No Child Left Behind&quot; As a result of such policies many classroom teachers feel they have little no voice or power when policy mandates impact the curriculum and teaching processes in their classrooms (Darder, 2002). To address this feeling of powerlessness requires the development of spaces where teachers have the opportunity to discuss policy and begin to understand the politics and policies which directly impact their everyday lives as teachers. One space for this to occur is in a graduate level education class titled--Language Policies and Practices. This article outlines the processes, materials and outcomes of the 16-week course and the impact of this learning on classroom practice and their engagement with fellow teachers and administrators at school sites. The outcome and implications of this experience can be applied to both teacher education and school professional development seminars. The outcomes and implications articulated in this article are based on journal responses and research projects that reflect student perceptions, attitudes and actions as a result of their learning processes.
The Intersection of School Desegregation and Economic Globalization in America
Author: Brown, Frank
Date: 2008-00-00
Type: Journal Articles
Subjects: Economic Development,Economic Impact,Global Approach,School Desegregation,Public Education,Educational Quality,Equal Education,Population Trends,Economic Change,Minority Group Children,Racial Composition,Brain Drain,Court Litigation,Educational Change,Public Policy,Desegregation Litigation

Public education in America continues to be viewed as being worthy of major investments to improve the county's economic position in the world. But quality education for many Americans is still not within their reach. Fifty years after the 1954 U.S. Supreme Court decision in &quot;Brown v. Board of Education&quot; eliminating legal segregation of public education by race the country is still a long ways from realizing quality education for all of its citizens. This paper explores what happened in public education after &quot;Brown&quot;: changes in the demographics of the population, and economic changes world wide that should motivate the county to invest more to education minority children. Educational inequality is the major source of the pool from which America produces its labor force is changing; and demographic changes in the population along racial lines is increasing at a faster rate than in the past. This paper also focuses on the ability to produce well educated students to be more competitive economically given a more racial and ethnically diverse population.
Spanish-English or English-Spanish in California: The Dialectics of Language in a Sociocultural Historical Context
Author: Garcia, Sara Soledad
Date: 2008-00-00
Type: Journal Articles
Subjects: Sociolinguistics,Sociocultural Patterns,State History,State Policy,Official Languages,Spanish,English,Public Policy,Language Acquisition,Resistance to Change,English Teachers,Persistence,Bilingualism,State Legislation,Cultural Context

This is an analysis of California history of the shifting of language policies from Spanish to English, as an Official Language The focus is English as an imposed language that from the beginning of schooling policies stifle a process of language acquisition for the majority of Spanish speakers. In 1849 the California Constitution stipulated that all laws, regulations, and provisions be published in English and Spanish. Soon after in 1855 the use of Spanish for institutional purposes was prohibited by law. By 1879 provisions for native language use were abolished. California became the first English Only State in the union. In spite of historical policies that impose English as an Official Language, which limits the use of other languages in institutional settings, the acquisition of native origin languages, in a dialectical fashion, meld into the fabric of culture and expression. Acquisition as a natural process of cognition is posited as the basis for English-Spanish bilingualism that continues to thrive in California.
Effectiveness of Foldables™ versus Lecture/Worksheet in Teaching Social Studies in Third Grade Classrooms
Author: Casteel, DiAnn B.
Date: 2007-00-00
Type: Journal Articles
Subjects: Instructional Materials,Instructional Effectiveness,Lecture Method,Worksheets,Social Studies,Grade 3,Elementary School Students,Pretests Posttests,Comparative Analysis

Foldables™ are interactive graphic organizers which encourage student ownership of study material, provide a kinesthetic component to teaching strategies, and promote long-term retention of academic lessons. This study examined the use of Foldables™ to promote the reading and retention of social studies information with third grade students and to enhance their attitude toward social studies. During the winter of 2007, two randomly selected third grade classrooms (N = 56) served as treatment and control groups. The treatment group was taught (for two weeks) a social studies unit on history timelines using Foldables™ as presented by Dinah Might Adventures (2007), while the control group was taught using lecture and worksheets. For a second two week unit on maps, a reversal occurred wherein the experimental treatment group from the first two weeks became the control group and the control group from the first two weeks became the experimental group. Both control and treatment groups were given pre-tests and post-tests on cognitive and affective aspects of social studies. For analyses, all treatment groups' results were combined as were the results for the control groups. Pretest scores, changes from pretest to posttest, and net gain scores were compared for the treatment and control groups in both domains (cognitive and affective). Test results indicated that the group taught with Foldables™ had a significant increase in affective scores from pretest to posttest, while the control group did not. The net gain score, however, was not significantly different (p = 0.056). In the cognitive domain both groups had significant increases from pretest to posttest, with no significant difference in net gain scores. These findings suggest that Foldables™ may have a more positive influence than lecture/worksheet in the affective domain while working as well in the cognitive domain. Further research on the effectiveness of Foldables™ in other discipline areas and with other age groups is recommended.
Effective Strategies to Reduce High Risk Drinking among College Students and Residents in an Urban Environment
Author: Brinkley, Marsha
Date: 2007-00-00
Type: Journal Articles
Subjects: College Students,Prevention,Change Strategies,Drinking,Alcohol Education,Alcohol Abuse,Student Behavior,Behavior Problems,College Programs,School Policy,Parent Participation,School Community Programs,Outcomes of Treatment

An urban American university, Georgia Institute of Technology, established a campus-community coalition to reduce high risk drinking, its harms and second-hand effects among university students and residents of the Atlanta community. The Atlanta-based institution was part of a ten-year, ten-university project, A Matter of Degree (AMOD), administered by the American Medical Association with funding from the Robert Wood Johnson Foundation and evaluation by the Harvard School of Public Health. The Georgia Tech program, GT Smart, sought to change campus and community policies that affect the alcohol &quot;wet&quot; environment that passively permits or actively encourages high-risk drinking. Unlike the other nine AMOD coalitions, Georgia Tech had an additional challenge of residing in a major urban environment. However, the coalition systematically and effectively addressed campus issues and undertook change in both local neighborhoods and municipal policy alcohol-control measures. The project's successful comprehensive strategies of civic engagement and confronting political barriers provide important lessons for other urban communities and university environments.
Early Childhood Education: The Promise, the Challenges
Author: Sadler, Joanne
Date: 2007-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Education,Cultural Influences,Culturally Relevant Education,Multicultural Education,Racial Bias,Social Bias,Minority Group Students,Literacy Education,Equal Education,Early Intervention,Teaching Methods

The benefits of high quality early childhood programs have been documented. Good programs engage students in developmentally appropriate practices that include pre-literacy, pre-numeracy activities, language, social and physical development in these preschool programs. Studies have shown that literacy skills such as letter-name recognition, phonological and print awareness affect the reading achievement of children. However, in the rush to provide these skills, preschool programs cannot overlook the important role that culture plays. There is an important place for multicultural education and even an anti-bias curriculum. Several reasons are given for multicultural education from the need to confront the harmful effects of racism, as well as the need to address the poor academic performance of the growing number of children from ethnic groups of color who are entering schools. This paper will outline some of the benefits of pre-school programs and address some of the issues contribute to the development of a high quality early childhood literacy programs that also values culture and diversity.
The Impact of Collaboration in Interactive Reading Settings
Author: Steward, Frances Ann
Date: 2007-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Cooperative Planning,Professional Identity,Teamwork,Elementary School Teachers,Graduate Study,Reading Assignments,Reading Instruction,Reflection,Creativity,Autobiographies,Teaching Methods,Interaction,Faculty Development,Mentors

The purposes of this study are to discuss the visionary instructional planning through the social process as school wide faculty collaboration and prepare teachers through their identity connections of graduate reading application. The discussion exemplifies four collaborative instructional teams from Honduras Elementary School, Houma, Louisiana, U.S.A. then practitioners' assignments from the Western Illinois University Moline, Illinois USA reading course, &quot;Teaching Reading in the Elementary School.&quot; In the graduate reading course, &quot;Teaching Reading in the Elementary School,&quot; students participated in required projects, reading assignments, and interactive settings to link to concepts. Several individual and group requirements provided opportunities for personal, academic, and experiential interaction: (1) Reflective written responses, (2) Functional reading creativity, (3) Autobiographical text, and (4) Strategic teaching. The functional reading connections were analyzed quantitatively with nominal and numeric data in grouped frequency polygons.
Documenting Characteristics of Highly Qualified Teachers
Author: Strain, Lucille B.
Date: 2007-00-00
Type: Journal Articles
Subjects: Teacher Qualifications,Teacher Characteristics,Reading Teachers,Electronic Publishing,Portfolios (Background Materials),College Programs,Educational Legislation,Federal Legislation,Elementary Secondary Education

Primarily because it is an aspect of the No Child Left Behind Act (NCLB), the concept of &quot;highly qualified teacher&quot; has become more important and more widely implemented throughout the schools of the United States. NCLB requires teachers in all pertinent schools to be highly qualified. Before NCLB, the concept was associated mainly with the earlier Elementary and Secondary Act which stipulated that all newly hired teachers in Title I schools must be highly qualified. Early interpretations of the meaning of the phrase focused, largely, on teachers' college education and knowledge of the subject matter they would teach. In almost all cases, teachers' knowledge of subject matter was determined by their performances on tests and the evidence of a baccalaureate degree. It is being increasingly recognized that characteristics of highly qualified teachers include, but are not limited to, their knowledge of subject matter and evidence of college graduation. An assessment means that can show the wide spectrum of teacher qualities should be used to determine teacher quality. Portfolios as traditionally conceived and implemented can fulfill this need. Electronic portfolios, however, are better suited to the task. Graduate students at Bowie State University, Bowie, Maryland have effectively documented their characteristics as highly qualified teachers for several years through use of electronic portfolios.
Cognitive and Constructivist Strategies for Teaching about Language and for Providing Reading and Writing Instruction
Author: Rowell, C. Glennon
Date: 2007-00-00
Type: Journal Articles
Subjects: College Students,Cognitive Processes,Constructivism (Learning),Teaching Methods,Reading,Instruction,Writing Instruction,Interaction,Cooperative Learning,Semantics,Fiction,Writing (Composition),Student Surveys,Tests,Learning Strategies,Workshops,Writing Workshops

College students learning about language and using this knowledge to learn how to teach reading and writing should participate in strategies that simulate systems in the language and strategies that they in turn will use in their own classrooms. Cognitive and constructivist strategies are interactive and thus more powerful than the traditional lecture method of teaching college students, yet too often the traditional method prevails. Four interactive strategies that we have used successfully are cooperative learning, semantic feature analysis, nonsense story analysis, and fictitious writing systems. Surveys, exams, and informal discussions with students following the use of these strategies indicate that students found these strategies to be very effective.
No Child Left behind Strikes the Arts: How Can We Restore a Balance among the Studies in the Arts, Sciences, and Humanities?
Author: Fuller, Judith A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Art Education,Science Education,Humanities Instruction,Alignment (Education),Integrated Curriculum,Educational Practices,Educational Change,Relevance (Education),Educational Needs,School Business Relationship,Public Policy,Educational Objectives

Most Americans actually understand the importance of an education rich in arts, science and humanities. But what they may not realize is that their children are not getting enough. Each day more and more of the arts and humanities are being drained from our nation's school curriculums. Studies have shown that the arts play a stimulating role in creativity and developing vital communities. They also have a crucial impact on our economy and are an important catalyst for learning, discovery, and achievement in our country. Our corporate and business leaders are stressing the need for recent graduates who are creative, innovative and have developed the capabilities for divergent thinking. They do not want to hire employees with a standardized mind. Top business executives believe that the arts education program can help repair weaknesses in American education and better prepare workers for the 21st century.