ethanporcaro/eric-fulltext-meta huggingface dataset:
What Makes Critical Thinking Critical for Adult ESL Students
Author: Miekley, Joshua P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Critical Thinking,Adult Students,Community Colleges,Writing Instruction,Teaching Methods,Critical Incidents Method,Questionnaires,Vignettes,English (Second Language),Second Language Instruction,Task Analysis

Critical-thinking skills help to prepare adult education students for a successful transition to college degree programs and for job advancement. Yet fostering critical thinking poses a challenge to ESL instructors. Brookfield (2012) provides a way forward for adult educators when he explains that the crux of critical thinking is to discover one's assumptions. The author describes how instructors can model uncovering their assumptions, thus creating a safer environment for students to engage in critical thinking. Three of Brookfield's critical-thinking tasks--speaking in tongues, the critical incident questionnaire, and scenario analysis--implemented during an intermediate ESL writing course at a community college are explained. Students' responses to these tasks are summarized and reflections on both the benefits and challenges of using critical-thinking tasks in ESL classes are described.
Teaching ESL Beginners Metacognitive Writing Strategies through Multimedia Software
Author: Wei, Jing
Date: 2014-00-00
Type: Journal Articles
Subjects: Metacognition,Writing Strategies,Multimedia Materials,Courseware,English Language Learners,Second Language Instruction,English (Second Language),Case Studies,Teaching Methods,Adult Learning,Writing Improvement,Writing Achievement,Technology Uses in Education,Mixed Methods Research,Pretests Posttests,Observation,Influence of Technology,Individual Differences,Instructional Effectiveness,Asians,College Students

This case study explores how strategy-based instruction (SBI), assisted by multimedia software, can be incorporated to teach beginning-level ESL learners metacognitive writing strategies. Two beginning-level adult learners participated in a 10-session SBI on planning and organizing strategies. The Cognitive Academic Language Learning Approach (CALLA) was implemented with the aid of graphic organizer software. Our findings show that technology-supported SBI has brought multiple benefits for the learners. Comparisons of writings before and after SBI indicate that there is noticeable improvement in learners' ability to generate ideas and in logical organization of their essays. Researchers' observation notes and learners' reflections suggest that learners' engagement and motivation are boosted during their prewriting activities using the graphic organizer software. A close examination of the semantic maps generated from the writing software also reveals how learners practice metacognitive planning and organizing strategies for their writing. Finally, recommendations are made for future instructors and researchers investigating this topic.
Literacy and Disciplinary Experiences of Taiwanese/Chinese Students Learning to Write in a US Graduate TESOL Program
Author: Tseng, Chi-Chih
Date: 2014-00-00
Type: Journal Articles
Subjects: Literacy,Asians,Graduate Students,English (Second Language),Second Language Programs,Qualitative Research,Case Studies,Student Writing Models,Content Analysis,Interviews,Writing Processes,Educational Experience,Prior Learning,Academic Discourse,Writing Strategies,Barriers,Personal Narratives,Student Attitudes,Educational Practices,Ethnography,Discourse Analysis

This article reports on a qualitative case study that explored the literacy and disciplinary experiences of 4 Taiwanese/Chinese students learning to write in a US graduate TESOL program. A combination of writing research methods was employed--case study techniques of interview and document collection, combined with discourse and text analysis of students' written language--within Bakhtinian perspectives on discourse socialization (Bakhtin, 1981; Gee, 1989/2001, 1992). The findings suggest the complex interplay between students' previous educational experiences outside the US and their current literate processes as they engage in reading-to-write, perceiving of self, and exerting strategies that show their individuality as well as group membership when interpreting and accomplishing field-related texts. Implications for theory, research, and practice are also discussed.
Addressing a Threat to the Healthfulness of Tomorrow's Generation: The Case of Cigarette Smoking in Nigeria
Author: Egbe, Catherine O.
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Smoking,Incidence,Public Health,Public Policy,Health Promotion,Risk,Individual Development,Youth Problems,Intervention,Influences,Motivation,Addictive Behavior

Cigarette smoking has widely received the attention of international and local health bodies. Efforts are being made towards curbing smoking prevalence globally with a view to reduce the health, economic and social effects of smoking in the society. While some developed countries are recording success in this effort mainly through stringent tobacco control policies and educating the public, Nigeria is yet to actively key into the WHO-Framework Convention on Tobacco Control (WHO-FCTC) which she signed in June 28 2004 (&quot;Nigeria: Report card on the WHO-FCTC,&quot; n.d.). With the stalling of the process of formulating a viable tobacco control policy in Nigeria through politics and politicking, it is important that other strategies which will help in reducing smoking prevalence especially among the youth be explored. This article looks at the psychosocial risk influences for smoking among Nigerian youth with a view to inform educational and psychosocial interventions that can help to reduce smoking uptake by the youth.
Out of Sight, out of Mind: A Case Study of an Alternative School for Students with Emotional Disturbance (ED)
Author: Hoge, Matthew
Date: 2014-10-00
Type: Journal Articles
Subjects: Case Studies,Emotional Disturbances,Qualitative Research,Administrator Attitudes,Counselor Attitudes,Nontraditional Education,Reputation,Institutional Characteristics,School Districts,Disabilities,Educational Environment,Self Contained Classrooms,Interviews,Faculty Development,School Administration,Social Justice,Special Education

When the &quot;least restrictive&quot; educational environment is deemed unsuccessful for students labeled as having emotional disabilities (ED), they are often placed in either self-contained classrooms (when available) or alternative schools. Despite these schools' growing numbers, little is known about them and their students, who are segregated from the mainstream student population. This qualitative case study focuses on the perspectives of staff (i.e., the principal, school psychologist, teachers, and aids) in one such alternative school for students with ED. Based on interviews, findings revealed staff's frustration with the: (1) school's reputation within, and isolation from, the larger school district; (2) lack of follow up and communication with &quot;sending schools&quot;; (3) lack of professional development; and (4) lack of oversight from school district administration. The paper also conveys staff's vision for addressing some of the challenges. These findings may contribute to the largely unsuccessful fulfillment of the school's original intention--to return its students to their original schools (i.e., the &quot;least restrictive&quot; educational environment). The authors argue that in-depth inquiry into such schools is a social justice issue.
Preconstructing Suspicion and Recasting Masculinity in Preschool Settings
Author: Pruit, John C.
Date: 2014-10-00
Type: Journal Articles
Subjects: Masculinity,Preschool Children,Preschool Education,Ethnography,Early Childhood Education,Montessori Schools,Preschool Teachers,Montessori Method,Sexual Identity,Gender Issues,Males,Notetaking,Field Studies,Interviews,Grounded Theory

Although there is literature explaining how female ethnographers negotiate male-dominated research settings, there is a lack of literature explaining how male ethnographers negotiate female-dominated settings. It is, more or less, taken for granted the research settings males choose will be suitable for them. The field of early childhood education, and preschools in particular, would benefit from a basic explanation of male fieldworker practices and why they are necessary for men in early childhood education settings. Drawing on personal experiences from two years of ethnographic research, I turn to a Montessori preschool in the Midwestern United States to address the complexities of being a male fieldworker in a female-dominated setting. I first explicate some dimensions of preconstructing suspicion of males in ECE. I then develop a gender recasting strategy with the goal of recasting masculinity. Recasting masculinity is a reflexive self-presentation strategy using personal characteristics as resources to build trust and rapport with research participants.
Disrupting Ethnography through Rhizoanalysis
Author: Masny, Diana
Date: 2014-10-00
Type: Journal Articles
Subjects: Ethnography,Educational Research,Research Problems,Multiple Literacies,Foreign Countries,Immigrants,Second Language Learning,Literacy,Vignettes,Reading,Systems Analysis,Philosophy,English Language Learners,Educational Environment,Family Environment,Observation,Interviews

This article interrogates principles of ethnography in education proposed by Mills and Morton: raw tellings, analytic pattern, vignette and empathy. This article adopts a position that is uncomfortable, unconventional and interesting. It involves a deterritorialization/rupture of ethnography in education in order to reterritorialize a different concept: rhizoanalysis, a way to position theory and data that is multilayered, complex and messy. Rhizoanalysis, the main focus of this article is not a method. It is an approach to research conditioned by a reality in which Deleuze and Guattari disrupt representation, interpretation and subjectivity. In this article, Multiple Literacies Theory, a theoretical and practical framework, becomes a lens to examine a rhizomatic study of a Korean family recently arrived to Australia and attending English as a second language classes. Observations and interviews recorded the daily lives of the family. The vignettes were selected by reading data intensively and immanently through a process of palpation, an innovative approach to educational research. Rhizoanalysis proposes to abandon the given and invent different ways of thinking about and doing research and what might happen when reading data differently, intensively and immanently, through Multiple Literacies Theory. Rhizoanalysis, a game-changer in the way research can be conducted, affords a different lens to tackle issues in education through research.
The (Mis)Use of Technology in the National Accreditation System
Author: Munson, April
Date: 2014-06-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Technology Uses in Education,Program Evaluation,Influence of Technology,Educational Quality,Case Studies,Action Research,Evaluators,Stakeholders,Higher Education,Educational Assessment,School Visitation,Standards

The use of technology in the evaluation of higher education programs is a mainstay. Physical evidence rooms, face-to-face interviews, and reviewing of documentation on site have become obsolete. Relying on the heavy use of technology in the evaluation process has allowed what some believe to be a more cohesive, streamlined approach to the presentation of data, however, many face serious concerns with the reliance on technology; what is lost? Missed? not appreciated? How much is the understanding of technology and ability to present the &quot;show&quot; digitally impressing the reviewers verses actual quality of programs and institution?
The Baptism
Author: Tilley-Lubbs, Gresilda A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Autobiographies,Ethnography,Power Structure,Performance,Poetry,Mexican Americans,Grandparents,Grandchildren,Human Body,Cultural Context,Social Environment,Perspective Taking,Cultural Differences,Spanish Speaking,English,Spanish Culture,Social Class,Cultural Awareness

In this performance autoethnography, the author explores her positionality (Davies, 2000; Spry, 2001 ) in the Spanish-speaking community, moving from her outsider role as an interpreter at the Health Department to her relationships with some of the women and their families to her current position as the grandmother of a Mexican American grandson. She writes as inquiry (Richardson &amp; St. Pierre, 2005) to interrogate her own positionality/power/privilege and to trouble socially constructed borders. She continues to relate her own family to her birth/heart family in the Spanish-speaking community (Tilley-Lubbs, 201 2, 2011 ). By so doing, she realizes that her hybridity is embodied in her grandson and is bounded by her own body (Min-ha, 201 0). The performance of her own autoethnographic story (Spry, 201 0) presents her as a constant border crosser/straddler who attempts to connect the &quot;autobiographical and personal to the cultural and social&quot; (Ellis, 2004, p. xix).
Bones of the Earth
Author: Correa, Jose Miguel
Date: 2014-06-00
Type: Journal Articles
Subjects: Films,Inquiry,Research Methodology,Video Technology,Figurative Language,Art,Documentaries,Foreign Countries,Group Activities,Personal Narratives

The film &quot;Bones of the Earth&quot; (Riglin, Cunninham &amp; Correa, 2014) is an experience in collective inquiry and visual creation based on arts-based research. Starting from the meeting of different subjectivities and through dialogue, planning, shooting and editing, an audiovisual text that reconstructs a reflexive process of collective creation is built. A sense of community, on-going inquiry, connections and social commitment inform the creative process. As a result, the video's nearly five intense minutes are a metaphor for the search for personal meaning, connection with nature and intersubjective positioning in a world that undergoes constant change.
Disrupting Façades of Clarity in the Teaching and Learning of Qualitative Research
Author: Carducci, Rozana
Date: 2013-02-00
Type: Journal Articles
Subjects: Qualitative Research,Educational Research,Research Methodology,Training,Instruction,Research Problems,Misconceptions,Discourse Analysis,Rhetoric

In this article we examine two methodological façades of clarity that commonly shroud critical qualitative educational inquiry. More specifically, we interrogate discussions of reflexivity and positionality and explore the ways in which methodology curricula and instructional practices perpetuate façades of clarity, or a false sense of coherence, ultimately undermining the transformative potential of critical educational research. We identify specific pedagogical opportunities, spaces, and strategies for dismantling these façades and offer ways to reconstruct methodological practices congruent with the emancipatory and empowering aims of critical scholarship.
ORIOLE, in the Search for Evidence of OER in Teaching. Experiences in the Use, Re-Use and the Sharing and Influence of Repositories
Author: Santos-Hermosa, Gema
Date: 2014-06-00
Type: Journal Articles
Subjects: Open Education,Educational Resources,Shared Resources and Services,Open Universities,Teaching Methods,Online Surveys,Teacher Attitudes,Communities of Practice,Qualitative Research,Statistical Analysis

The study presented here aims to gather useful information on the use, re-reuse and sharing of resources in Education and also the influence of repositories, to better understand the perspective of individual practitioners and suggest future areas of debate for researchers. Open Resources: Influence on Learners and Educators (ORIOLE) project, was based within the Institute of Educational Technology, The Open University (OU) from 2009-2013 and focused on investigating, understanding and disseminating about use and reuse of open resources in learning and teaching. This paper focuses on the second survey activity of this project. During 2011 (Pegler, 2012), an extensive online survey about reuse of educational resources was conducted through (mainly UK-based) practitioner communities. In 2013, a more international version was created (available in English and Spanish) and circulated during that year (http://bit.ly/OERsurvey_2013). The ORIOLE Survey 2013 collected information about the contexts in which open resource use may occur, looking particularly at attitudes about reuse of educational resources (OER) in teaching. What influences open resources in education is a topic of relevance to anyone taking on forward engagement with open education and the answers lie with those who are working directly in the delivery of learning and teaching, and those who support this work. It is hoped that this qualitative analysis will provide a deeper understanding of the differences in the motivation to engage with OER and the shifts in experience and expectations across diverse contexts.
Orchestrating Evaluation of Complex Educational Technologies: A Case Study of a CSCL System
Author: Prieto, Luis P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Case Studies,Program Evaluation,Cooperative Learning,Computer Uses in Education,Foreign Countries,Higher Education,Meta Analysis,Stakeholders,Mixed Methods Research

As digital technologies permeate every aspect of our lives, the complexity of the educational settings, and of the technological support we use within them, unceasingly rises. This increased complexity, along with the need for educational practitioners to apply such technologies within multi-constraint authentic settings, has given rise to the notion of technology-enhanced learning practice as &quot;orchestration of learning&quot;. However, at the same time, the complexity involved in evaluating the benefits of such educational technologies has also increased, prompting questions about the way evaluators can cope with the different places, technologies, informants and issues involved in their evaluation activity. By proposing the notion of &quot;orchestrating evaluation&quot;, this paper tries to reconcile the often disparate &quot;front office accounts&quot; of research publications and the &quot;shop floor practice&quot; of evaluation of educational technology, through the case study of evaluating a system to help teachers in coordinating computer-supported collaborative learning (CSCL) scenarios. We reuse an internationally-evaluated conceptual framework of &quot;orchestration aspects&quot; (design, management, adaptation, pragmatism, etc.) to structure the case's narrative, showing how the original evaluation questions and methods were modulated in the face of the multiple (authentic) evaluation setting constraints.
Challenging Frameworks for Understanding Teaching Practices in Higher Education: The End or the Beginning?
Author: Guzmán-­Valenzuela, Carolina
Date: 2013-02-00
Type: Journal Articles
Subjects: Models,Teaching Methods,Higher Education,Qualitative Research,Academic Achievement,Case Studies,Teaching Styles,Observation,Interviews,Foreign Countries

Dominant conceptions of teaching in higher education imply that, essentially, there are two types of teaching approaches: the &quot;content&quot; and the &quot;student-focused&quot; approach. Against that background, this paper has a dual purpose. On the one hand, it initiates a critique of the contemporary teaching approaches framework. On the other hand, it offers some suggestions as to an appropriate methodology for researching teaching in higher education, given its critique of the teaching approaches framework. The methodology here is built around a detailed description and analysis of the teaching practices of two lecturers from different disciplinary fields in a Spanish university. Building on an observation of the micro-level of their teaching practices and taking into account students' experiences, it is suggested that broad &quot;a priori&quot; categories are always going to be inadequate in capturing teaching practices in higher education.
Toward Better Collaboration in the Education of Students with Fetal Alcohol Spectrum Disorders: Integrating the Voices of Teachers, Administrators, Caregivers, and Allied Professionals
Author: Job, Jenelle Marie
Date: 2013-02-00
Type: Journal Articles
Subjects: Fetal Alcohol Syndrome,Educational Research,Academic Achievement,Stakeholders,Teacher Attitudes,Administrator Attitudes,Caregiver Attitudes,Allied Health Personnel,Interpersonal Relationship,Educational Practices,Qualitative Research,Evidence Based Practice,Student Needs,Focus Groups,Semi Structured Interviews,Trust (Psychology),Family School Relationship,Students,Interpersonal Communication,Professional Continuing Education,Social Support Groups,Capacity Building,Decision Making,Elementary Secondary Education

This exploratory study addresses the call for an increased presence of key stakeholders' perspectives in educational research involving students with Fetal Alcohol Spectrum Disorders (FASDs) (Duquette, Stodel, Fullarton, &amp; Hagglund, 2006a). Specifically, greater understandings are necessary to support the educational success of students with FASDs. The analysis of 11 focus groups and 3 interviews with teachers, administrators, caregivers, and allied professionals (total n = 60) revealed three themes: fostering relationships, reframing practices, and accessing supports. These findings have important implications for the use of a qualitaitve approach in generating evidenced-based educational practices for stakeholders reflective of enhanced communication and collaboration that better meet the needs of students with FASDs.
Sharing Resources in Open Educational Communities
Author: Tosato, Paolo
Date: 2014-06-00
Type: Journal Articles
Subjects: Open Education,Educational Resources,Shared Resources and Services,Communities of Practice,Role,Lifelong Learning,Educational Practices,Teacher Surveys,Teacher Collaboration,Foreign Countries,Instructional Innovation,Informal Education,Teacher Attitudes,Internet

The spread of Internet and the latest Web developments have promoted the relationships between teachers, learners and institutions, as well as the creation and sharing of new Open Educational Resources (OERs). Despite this fact, many projects and research efforts paid more attention to content distribution focusing on their format and description, omitting the relationship between these materials and online communities of teachers. In this article we emphasize the importance of sharing resources in open educational communities (OEC), analysing the role of OERs and OEC in teachers' lifelong learning. Investigating their current usage, we aim to discover whether their interweavings could be an effective approach to support sharing of resources among teachers and to promote new educational practices. Through two surveys which involved more than 300 teachers from across Europe it was possible to highlight that is not simple to stimulate the collaboration among teachers, both online and face to face; nevertheless, when this happens, it seems to be a good way to promote formal and informal learning for teachers, as well as innovation in their professional practices.