ethanporcaro/eric-fulltext-meta huggingface dataset:
Teach for America's Paradoxical Diversity Initiative: Race, Policy, and Black Teacher Displacement in Urban Public Schools
Author: White, Terrenda
Date: 2016-02-08
Type: Journal Articles
Subjects: Public Schools,Urban Schools,African American Teachers,Policy Analysis,Diversity (Faculty),Faculty Mobility,Disproportionate Representation,Teacher Recruitment,Teacher Persistence,Literature Reviews,Educational Policy,Sociocultural Patterns,Teacher Placement,Racial Segregation,Organizational Culture,Organizational Climate,Teacher Empowerment

This article examines the paradox of Teach For America's diversity gains and its support for policies that contribute to Black teacher decline in urban communities. TFA has countered claims that its expansion is connected to teacher displacement, but its two-pronged structure--as an alternative certification program and an influential policy actor via its leadership model for education reform--requires a critical analysis of the impact of its policy commitments on Black teachers. I propose steps to better align TFA's policy orientations with its diversity values by leveraging TFA's policy influence to support better working conditions for teachers in urban schools, democratic school turnarounds, and teacher organizing linked to broad social justice movements.
Cultivating Political Powerhouses: TFA Corps Members Experiences That Shape Local Political Engagement
Author: Jacobsen, Rebecca
Date: 2016-02-08
Type: Journal Articles
Subjects: Local Issues,Political Influences,Political Attitudes,Alumni,Activism,Leadership Role,Employee Attitudes,Administrator Attitudes,Longitudinal Studies,Focus Groups,Attitude Change,Citizen Participation,Self Efficacy,Nonprofit Organizations,Group Membership,Semi Structured Interviews,Online Surveys,Likert Scales

In recent years, Teach for America (TFA) has invested in developing corps members as leaders. Although TFA asks corps members for a two-year commitment, TFA celebrates the achievements of alumni who have gone on to careers in politics, public policy, and advocacy. Thus, many community leaders see the arrival of TFA corps members as having a greater impact than just inside the classroom. While expectations for corps members are often high both from TFA and from the communities they serve, we seek to understand whether and how corps members become actively engaged in the broader political life of their placement city. Do corps members find the city fertile with opportunities to solve problems and engage in civic and political life? Or will these corps members leave their placements, viewing the political and educational challenges as intractable due to larger city politics? Using data from a panel study of 2012 corps members in four mid-sized city TFA placement sites, this study examines how attitudes towards and engagement with local politics shift as a result corps members' experiences. Our research indicates that commitments to local politics shift significantly. While some corps members report an increased commitment to local politics, a sizable group actually becomes less enthusiastic and involved. These shifts appear to be related to the perceived openness of the local political arena to newcomers, one's teaching placement and the local actions of TFA spin-off organization Leadership for Educational Equity (LEE).
A Reflection on Lessons Learned from Implementation of a State-Mandated Co-Teaching Model for Student Teaching
Author: Willis, Dottie
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Teaching,Team Teaching,Reflection,Program Implementation,State Programs,Teaching Models,Cooperating Teachers,Intercollegiate Cooperation,Educational Change,Teacher Attitudes,Student Teacher Evaluation,Teacher Educators,Program Effectiveness,Observation,Questionnaires

The author reflects on challenges faced by teacher educators when Kentucky's Educational Professional Standards Board mandated a new Co-Teaching model for all of the state's student teachers in 2013. This article analyzes the overwhelmingly positive responses of cooperating teachers and the experiences of teacher candidates (student teachers) with co-planning and co-teaching. The article also analyzes the intra-university as well as interuniversity collaboration that has resulted to implement Kentucky's unfunded mandated which has shifted student teaching from a traditional apprenticeship model to a co-teaching partnership model in order to assure more consistent clinical experiences for student teachers, raise achievement levels, and improve retention and success of classroom teachers.
The Pedagogy of Riffing: Cultivating Meta-Awareness and Citizenship through Metacommentary
Author: Miller, Daisy S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Citizenship,Teaching Methods,Politics,Writing Instruction,Writing (Composition),Literary Genres,Current Events,Humor,News Reporting,Rhetoric,Undergraduate Students

This article proposes a &quot;pedagogy of riffing&quot; and examines how satire and some earlier forms of metacommentary can help first-year composition students appreciate the mediated nature of contemporary current-events discourse. Beginning with comic news and working back to those pioneers of cultural riffing, &quot;Mystery Science Theater 3000,&quot; this article examines the nexus of rhetorical awareness, citizenship, and riffing. I argue that using forms of metacommentary, situated within a pedagogy of riffing, helps students to locate themselves in the larger discussion of politics and informed citizenship.
Writing and Desire: Synthesizing Rhetorical Theories of Genre and Lacanian Theories of the Unconscious
Author: Collin, Ross
Date: 2016-00-00
Type: Journal Articles
Subjects: Literary Genres,Student Attitudes,Portfolios (Background Materials),Self Concept,Role,Psychological Patterns,Writing (Composition),Writing Instruction,Psychiatry,High School Students,English Instruction,Program Descriptions,Teacher Attitudes,Cognitive Processes,Imagery,Literary Devices

To clarify the role of desire in discursive practice, this article examines rhetorical theories of genre and Lacanian theories of the unconscious. The former, it is argued, might be refined to shed more light on actors' unconscious investments in and resistance to the desires maintained by genres. The latter, meanwhile, might be refined to address how desires are materialized in concrete situations. These refinements can be achieved when the two approaches are synthesized in a theory that figures genres as resources by which actors coordinate and materialize desires. This argument is developed through an extended investigation of students' desires to perform particular kinds of identities as they compose career portfolios.
Cultivating Preservice Secondary Teachers for Project-Based Learning: A Four-Step Model
Author: Zhang, Gaoming
Date: 2015-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Models,Preservice Teachers,Preservice Teacher Education,Secondary School Curriculum,Observation,Tutoring,Teacher Workshops,Teaching Experience,Student Developed Materials,Training Methods

This article describes four different mechanisms for preparing teacher candidates from a liberal arts institution to teach in project based learning (PBL) classrooms: Observe it, Experience it, Create it, and Become it. For each of the four mechanisms, the authors also provide concrete examples of candidates' PBL experiences and candidates' feedback about the process. From observation to mini-teaches in schools to field placements, the authors suggest a variety of methods for engaging both undergraduate and graduate students in learning about PBL instruction. The four-step mechanism could also provide suggestions for how to implement PBL in similar liberal arts institutions.
Writing Commons: A Model for the Creation, Usability, and Evaluation of OERs
Author: Herron, Josh
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Resources,Open Source Technology,Writing Instruction,Electronic Libraries,Electronic Learning,Faculty Publishing,Program Development,Usability,Program Evaluation,College Programs

As Open Educational Resources (OER) increasingly receive attention from academics, educational foundations, and government agencies, exemplars will emerge that lower student textbook costs by moving away from commercial publishers through self-publishing or curating web-based resources. Joe Moxley's &quot;Writing Commons&quot; serves as a scaled OER model in its careful consideration of the processes involved in producing accessible resources that meet user needs. &quot;Writing Commons&quot; hosts hundreds of peer-reviewed resources on writing instruction for use as a course text or supplement by students and faculty in a variety of disciplines. Moxley's work on the site reflects the challenges and rewards of putting the entire publishing process of educational resources in the hands of faculty.
They &quot;Really&quot; Don't Speak English: Helping Preservice Teachers Experience Cultural and Linguistic Diversity
Author: Scott, Jill
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cultural Differences,Urban Schools,Teacher Education,Teacher Educators,Teacher Background,Teaching Experience,Culturally Relevant Education,Multicultural Education,Teacher Education Programs,Cultural Awareness,Cultural Background,Case Studies,English Language Learners,Social Differences,Diversity (Faculty),Student Diversity,Cultural Relevance,Summer Programs,Multicultural Textbooks,Picture Books,Qualitative Research

The needs of urban schools are the focus of educators. Of primary concern is the lack of qualified teachers who are prepared to meet the needs of learners in U.S. classrooms. One factor of policymakers' concern is the mismatch between the experiences and backgrounds of many teachers versus those of students they will teach. Preservice teachers continue to mirror this mismatch. Preparing preservice teachers to enter the profession as culturally relevant teachers is a goal of teacher preparation programs. This article looks at one university's program to help preservice teachers develop cultural competence. The study was designed to investigate the university's efforts to provide preservice teachers with opportunities to experience cultural and linguistic diversity. This article, developed from a larger study, focuses on developing culturally relevant practice among preservice teachers.
Rhetorical Identification across Difference and Disability
Author: Hitt, Allison
Date: 2016-00-00
Type: Journal Articles
Subjects: Disabilities,Identification,Stereotypes,Teaching Methods,Rhetoric,Writing Instruction,Theory Practice Relationship,Access to Education,Higher Education,Academic Accommodations (Disabilities)

This review essay places Stephanie Kerschbaum's &quot;Toward a New Rhetoric of Difference&quot; and Shannon Walters's &quot;Rhetorical Touch: Disability, Identification, Haptics&quot; in a conversation about how we can more productively identify with and across difference. While they have different theoretical approaches and applications, both Kerschbaum and Walters discuss identification, embracing rather than erasing difference, and the importance of eschewing stereotypes that are harmful to the multiple ways that we encounter and interact with disability and difference in the classroom and in our rhetorical histories and theories.
Enacting Diversity at a Single-Gender Liberal Arts HBCU Educator Preparation Program
Author: Lewis, Andrea
Date: 2015-00-00
Type: Journal Articles
Subjects: Black Colleges,Single Sex Colleges,Liberal Arts,Socioeconomic Status,Diversity (Institutional),Student Diversity,Teacher Education Programs,African American Teachers,Preservice Teachers,Cultural Awareness,Diversity (Faculty),Teacher Education,Teacher Educators,Multicultural Education,Females,Higher Education

It is widely recognized by state and national teacher accrediting agencies that there is the need for preservice teachers to have dynamic experiences in working with diverse student populations (i.e., English Language Learners, varying socioeconomic statuses, exceptionalities, different family structures) in order to appropriately address the needs of diverse students when they have their own classrooms. However, it is not uncommon for preservice teachers to have superficial experiences with diversity, where the experiences may reside in one course (i.e., Multicultural Education) or may be reminiscent of their childhood experiences (i.e., White preservice teachers working with White students and Black preservice teachers working with Black students). This article provides an overview of an approach to diversity taken by our Educator Preparation Program as we recognize that preservice teachers need to have well-designed experiences in order to be well equipped and prepared for the diversity of the unexpected upon entering the teaching profession. We address this notion from the lens of a single gender, liberal arts, Historically Black College, as we strive to engage preservice teachers in rich experiences to challenge existing cultural perspectives and ignite new knowledge, as they are prepared to be culturally competent teachers who have the ability to effectively teach students across the country.
Embodying Justice: Supporting Teacher Candidates with Disabilities
Author: Antilla-Garza, Julie
Date: 2015-00-00
Type: Journal Articles
Subjects: Disabilities,Teacher Education Programs,Preservice Teachers,Social Justice,Elementary Secondary Education,Equal Education,Federal Legislation,Educational Legislation

Teacher Education Departments at most liberal arts colleges serve as professional certification programs as much as departments with academic majors. We train our students to work in P-12 education in an era of inclusion and require them to support their students with disabilities in preparation for college and career. The federal government protects individuals with disabilities while they are students in school and while they are employees in the workplace. Are we doing our part to support our teacher candidates while they are in our programs? As professional certification gatekeepers, do we unnecessarily block students with disabilities from completing their internship? In this article the author discusses these questions and invites readers to support teacher candidates with disabilities as a way to embody justice in education.
A Comprehensive Review of the Major Studies and Theoretical Models of Student Retention in Higher Education
Author: Aljohani, Othman
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Models,Academic Persistence,Literature Reviews,Student Attrition,School Holding Power,Nontraditional Students,Institutional Characteristics,Dropout Characteristics,Educational Theories,Student Participation,Undergraduate Students

Student retention rate has been a major concern for tertiary institutions around the world since the establishment of formal education. Generally speaking, not every student completes his or her study program. Although students fail to graduate for different reasons, some of them choose to voluntarily withdraw from their study programs. This might affect the image of the tertiary institutions in many different ways including their academic reputation and financial plans. To deal with such critical issue, there is a need for strategies and plans that are based on the findings of scientific research. The literature of student retention in higher education is rich of the theoretical models and empirical studies that gained consideration among researchers and educators over the last four decades. Therefore, some of these studies and theoretical models were comprehensively reviewed and discussed. The purpose of this is to provide researchers, educators and policy makers with a background to this issue and the latest strategies and techniques that help them deal with it as well as to find the common patterns and themes of the mostly reported student attrition factors.
The 21st Century Digital Student: Google Books as a Tool in Promoting Undergraduate Research in the Humanities
Author: Karpenko, Lara
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Electronic Publishing,Electronic Libraries,Humanities,Student Experience,Research Tools,Research Skills,Case Studies,Classroom Techniques,Class Activities

In this article, we contend that publically available, mass digitization projects, such as Google Books, present faculty, regardless of their specific institutional context, with an exciting opportunity to promote meaningful undergraduate research in the humanities. By providing a classroom case study and by proposing an institutional model, we suggest that the Google Books archive can be a powerful tool in helping to establish research in the humanities as a regular and expected component of the undergraduate experience.
Educational Innovation in the Design of an Online Nuclear Engineering Curriculum
Author: Hall, Simin
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduate Students,Engineering Education,Nuclear Energy,Program Descriptions,Grants,Online Courses,Certification,Enrollment Trends,Educational Innovation,Computer Assisted Instruction,Distance Education,Instructional Design,Videoconferencing,Teaching Methods,Educational Change,Learning Experience,Adult Students,Nontraditional Students,Observation,Experiential Learning,Learning Theories

The purpose of this paper is to describe the development and implementation phases of online graduate nuclear engineering courses that are part of the Graduate Nuclear Engineering Certificate program at Virginia Tech. Virginia Tech restarted its nuclear engineering program in the Fall of 2007 with 60 students, and by 2009, the enrollment had grown to three times its initial size. In this paper, we present the innovative ways we employed to differentiate the program from other programs nationwide. Starting in 2009, with education grants from the Nuclear Regulatory Commission (NRC), we began transforming the distance courses from video conferencing to an online format that uses asynchronous and synchronous technologies. We used design principles drawn from research and theories in disciplines such as adult learning, cognitive science, motivation, and education. During these phases we worked closely with the distance learning institute at Virginia Tech which employs a structured life cycle methodology for online course development. We discuss the instructional design approaches used to provide a meaningful learning experience for adults, particularly non-traditional students. In addition we examined observational data to indicate instances for experiential learning.
Understanding Student and Faculty Incivility in Higher Education
Author: Knepp, Kristen A. Frey
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Behavior,Antisocial Behavior,Teacher Behavior,Behavior Problems,College Students,Student Diversity,College Faculty,Student Attitudes,Teacher Attitudes,Literature Reviews,Gender Differences,Age Differences,Socioeconomic Status,Minority Groups

In recent years, faculty have seen an increase in latecomers, sleepers, cell phone addicts, and downright discourteous students in their courses. Classroom incivility is the disruptive behavior that occurs in higher education learning environments at an alarming rate. Incivility is often a reciprocal process; both students and faculty may contribute to a climate of disrespect for one another or the learning process. University students are increasingly diverse, unprepared for college-level work, juggling multiple life roles, and facing tremendous pressures to perform in large, impersonal classes. Faculty are often trained as researchers and struggle to effectively manage their classrooms. Millennial Generation students (and their parents) present a new set of challenges for faculty, including consumerist attitudes toward higher education and a failure to take responsibility for their own learning. Overall, uncivil behavior violates an unspoken or implied understanding of respect for the learning process and the academy. If not dealt with swiftly and effectively, it can have detrimental effects on teaching and learning. The purpose of this paper is to review academic literature about classroom disruptions, including the causes of incivility and strategies to manage negative student behaviors. In particular, young, female, low-status, and minority instructors face the greatest challenges. Recommendations for faculty include presenting engaging lectures at a moderate pace, respectfully interacting with students, gathering student input in the development of a classroom code of conduct, communicating clear expectations, and familiarizing oneself with classroom incivility research, as well as sharing this research with students.
University-Based Literacy Center: Benefits for the College and the Community
Author: McGrath, Kathleen
Date: 2015-00-00
Type: Journal Articles
Subjects: School Community Relationship,Literacy,Literacy Education,Reading,Collaborative Writing,Writing Processes,Writing Instruction,Reading Skills,Family Literacy,Partnerships in Education,Teacher Education,Foreign Countries,Constructivism (Learning),Graduate Students,Parents,Children,Surveys

One of the greatest challenges in literacy education is the ability to provide a practical environment for candidates to apply their knowledge, while still working with their peers and under close faculty supervision. One of the greatest needs of resource-stretched schools is the ability to provide students with additional help in literacy learning. A university-based community literacy center is a proposition that can mutually benefit both groups. Literacy education candidates can grow in their abilities through practical experience combined with interactive, socially mediated learning techniques. Children gain additional instruction time geared toward developing the reading and writing skills needed to not only survive, but thrive in today's schools. This paper highlights how our College of Education established an on-campus literacy learning center, the programs we offer, and the impact this center has had on both our literacy candidates and the families of the students entrusted to our program.
Reviewing for Exams: Do Crossword Puzzles Help in the Success of Student Learning?
Author: Davis, Tricia M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Tests,Study Habits,Teaching Methods,Learning Processes,Puzzles,Scores,Outcomes of Education,College Students,Introductory Courses,Sociology,Statistical Analysis

The goal of this project was to further our understanding of how students learn. Does reviewing for exams using certain teaching methods actually enhance students' learning of course material? Through a comparative analysis of two sections of the same class the researchers tested to see if using crossword puzzles as a &quot;fun&quot; review technique actually affects students' exam scores as evidence of successful learning. The results revealed that some classes benefited while others did not.
Group Work: How to Use Groups Effectively
Author: Burke, Alison
Date: 2011-00-00
Type: Journal Articles
Subjects: Group Activities,Cooperative Learning,Higher Education,Educational Benefits,Barriers,Teaching Methods,Group Structure,Group Dynamics,Group Instruction,Interpersonal Competence,Conflict,Conflict Resolution,Student Evaluation

Many students cringe and groan when told that they will need to work in a group. However, group work has been found to be good for students and good for teachers. Employers want college graduates to have developed teamwork skills. Additionally, students who participate in collaborative learning get better grades, are more satisfied with their education, and are more likely to remain in college. This paper will discuss the use of group work in higher education.