ethanporcaro/eric-fulltext-meta huggingface dataset:
Participation in University-Based Online Mentoring for First Year Teachers:Perceptions, Promising Practices, and Pitfalls
Author: Binkley, Russell
Date: 2013-00-00
Type: Journal Articles
Subjects: Mentors,Best Practices,Performance Factors,Online Courses,Beginning Teacher Induction,College School Cooperation,Partnerships in Education,Computer Mediated Communication,Web 2.0 Technologies,Participation,Virtual Classrooms,Communities of Practice,Program Attitudes

This qualitative study involved five beginning teachers who had theopportunity to participate in an online mentoring program provided through auniversity/school partnership. These teachers were selected from a group of 65 teachers who had participated in the online mentoring program. In this program of two time periods lasting two months each, teachers were given opportunities to participate in discussions with university-based mentors on various topics via the web portal. Additionally, each teacher also had a school- or district-level mentor. This study explored why some first year teachers participated frequently in the web portal while others did not. Obstacles and supports associated with the web portal were identified. Obstacles included technology, time, directions, surviving, and subject specific needs. Supports included camaraderie, sharing strategies, and feedback. Recommendations included providing more support for technology, face-to-face professional development along with online mentoring support, and more time for reflection and participation in mentoring activities. (Contains 1 table.)
Co-Teaching a New Pedagogical Practice for Pre-Service Teachers
Author: Cardullo, Victoria M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Team Teaching,Preservice Teacher Education,College School Cooperation,Partnerships in Education,Academic Achievement,Educational Improvement,Educational Objectives,Shared Resources and Services,Organizational Theories,Educational Opportunities,Program Descriptions,Educational Practices,Professional Development,Professional Development Schools

The PDS Partnership between the University of Central Florida and Friendship Elementary School, a Title 1 school in Volusia County, focused on the National Association for Professional Development Schools' (PDS) &quot;Essentials&quot; in order to establish a shared vision of success for pre-service teachers. Key leaders from both the school and the university utilized their knowledge about co-teaching and created a vision for this unique partnership. This vision developed into a program involving high expectations for mentor teachers, teacher candidates, and early field learners (EFLs). The purpose of this partnership was to improve the academic achievement among the authors' population of students of low socio-economic means. In this article the authors briefly detail how they have attempted to address all nine of the NAPDS Essentials.
Teaching and Learning in History: Effective and Reform-Based Practices for Students with Learning Disabilities
Author: De La Paz, Susan
Date: 2013-03-00
Type: Journal Articles
Subjects: History Instruction,United States History,Learning Disabilities,Educational Change,Instructional Effectiveness,Secondary School Students,Secondary Schools,Primary Sources,Thinking Skills,Historians,Discussion (Teaching Technique),Goal Orientation,Educational Objectives,Inquiry,Special Education,Debate,Multimedia Materials

This article provides a review of effective and reform-based approaches to instruction that focus on teaching and learning of history for students with LD. Historical thinking goals, such as learning to think like a historian, to develop contextualized understandings, and to apply domain-specific approaches when reading and writing with primary source documents are now the norm in secondary history classrooms. Promising approaches that are designed to meet these goals, as well as interventions involving historical discussion and those that allow students to engage in inquiry are shared, as well as recommendations for further research and practice in history instruction. (Contains 1 table, 1 figure, and 1 footnote.)
The Effects of Repeated Reading on the Fluency and Comprehension Skills of Elementary-Age Students with Learning Disabilities (LD), 2001-2011: A Review of Research and Practice
Author: Strickland, Whitney D.
Date: 2013-03-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Fluency,Reading Comprehension,Learning Disabilities,Elementary School Students,Literature Reviews,Intervention,Reading Research,Reading Achievement,Reading Programs,Comparative Analysis,Instructional Effectiveness,Program Effectiveness,Drills (Practice)

This article provides an extensive review of the literature on the use of repeated reading to improve the reading fluency and comprehension skills of elementary-age students with learning disabilities. A systematic review of the published literature from 2001 to 2011 was conducted and nineteen (N = 19) research-based repeated reading studies were identified. Based on the criteria for inclusion, repeated reading research has been conducted using four main approaches: (a) repeated reading as the primary intervention, (b) repeated reading compared to other reading interventions, (c) repeated reading in combination with other reading interventions, and (d) repeated reading as part of a reading program. Overall, the results suggest that repeated reading is an effective strategy to increase students' reading fluency and comprehension skills. Findings indicated moderate to large gains in reading fluency and comprehension on practiced passages. However, these gains showed only minor to moderate transfer to novel passages. Implications for classroom practice, limitations, and future research directions are presented. (Contains 4 tables and 1 footnote.)
Exploring Discordance between Self-Efficacy and Writing Performance among Low-Literate Adult Students
Author: Anastasiou, Dimitris
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Writing Skills,Adults,Adult Students,Adult Education,Mixed Methods Research,Low Achievement,Cognitive Processes,Measures (Individuals),Spelling,Correlation,Semi Structured Interviews,Self Evaluation (Individuals)

The paper explores accordance or discordance between efficacy beliefs of adult students and their writing performance, using a mixed methods design. The participants are 33 students with learning disabilities (LD) and 35 low-achieving (LA) students, who were attending two Second-Chance Schools (SCSs), a specific type of adult education. Quantitative analysis reveals that both LD and LA students raised their writing and spelling self-efficacy considerably, although they did not seem to enhance their writing and spelling performance during their school attendance. The qualitative analysis reveals that the disproportional increase in efficacy beliefs of adult LD and LA students could be attributed to the writing practices followed in the SCSs. Implications for practice are considered. (Contains 3 tables.)
Integrating New Literacies in Higher Education: A Self-Study of the Use of Twitter in an Education Course
Author: Nicholson, Julie
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Environment,Technological Literacy,Social Networks,Internet,Computer Mediated Communication,Web 2.0 Technologies,Teacher Educators,Student Attitudes,Technology Integration,Graduate Students,Graduate Study,Blended Learning,Computer Use,Computer Uses in Education,Self Evaluation (Individuals),Web Sites,Education Courses

The objective of this self-study is to expand the emerging scholarship on meaningful integration and scaffolding of SNSs and the new literacies requisite for their effective use in higher education environments. As a teacher educator, the first author describes the successes and challenges she experienced introducing Twitter into her college classroom. By outlining students' diverse reactions and the range of discoveries they made in learning to use Twitter for professional purposes, this study highlights the potential benefits and complexities associated with successful integration of social networking and new literacies in higher education environments. (Contains 1 note.)
Self-Regulated Assignment Attack Strategy: Evaluating the Effects of a Classroom-Level Intervention on Student Management of Curricular Activities in a Resource Context
Author: Ness, Bryan M.
Date: 2013-03-00
Type: Journal Articles
Subjects: Independent Study,Learning Strategies,Grade 6,Resource Room Programs,Special Education Teachers,Teacher Aides,Student Behavior,Observation,Behavior Modification,Disabilities,Self Control,Intervention,Middle School Students,Rating Scales,Assignments,Check Lists,Program Effectiveness,Teaching Methods

The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was implemented by a special education teacher and two educational assistants in three separate classes, and this study examined implementation and efficacy using direct observation of student self-regulatory behaviors. Utilizing a multiple baseline, across-participants research design, the study revealed positive effects of SAAS on &quot;assignment attack&quot; and teacher-reported student behavior during resource support classes. The results demonstrated that the effect was maintained after external supports were faded and suggest improved assignment attack behavior may have contributed to improved assignment completion. A discussion of the results is provided, addressing the implementation of SAAS and considerations for educators interested in SRL strategy instruction in resource settings. (Contains 1 table and 2 figures.)
The Pitfalls of Focusing on Instructional Strategies in Professional Development for Teachers of English Learners
Author: Molle, Daniella
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Development,English Language Learners,Discourse Analysis,Ethnography,Interpersonal Communication,Interpersonal Relationship,Student Characteristics,Semi Structured Interviews,Audio Equipment,Surveys,Computer Mediated Communication,Second Language Learning,Scaffolding (Teaching Technique),Teacher Role,Student Role,Teaching Methods,English (Second Language)

For more than a decade, the professional development literature has shown that most teachers are not adequately prepared to teach English learners (ELs)--that holds true for both specialist and mainstream teachers (see, for example, August &amp; Hakuta, 1997; Beykont, 2002). Research that focuses on professional development for teachers of ELs, however, is rare (Genesee, Lindholm-Leary, Saunders, &amp; Christian, 2006). The need for such research has, however, never been more urgent. Federal mandates for disaggregated data by native language have helped show that the education that linguistically and culturally diverse students receive is far from equitable. Indeed, the 2007 National Assessment of Educational Progress revealed that fourth-grade ELs are more than twice as likely as non-ELs to score below basic in reading and mathematics (Lee, Grigg, &amp; Donahue, 2007), a gap that widens in eighth grade. ELs also have higher dropout rates and more frequent placement in lower academic tracks than non-ELs (Genesee et al., 2006). These findings suggest that many schools are unable to fulfill their obligation to provide an equitable education for all their students, and their EL students in particular. In addition, the population of ELs is the fastest growing in the country and many regions of the United States are coming into contact with non-native English speaking immigrants for the first time. The present article responds to the urgent need for research on professional learning opportunities specifically designed for teachers of ELs. Existing educational research that offers in-depth discussion of the learning processes in which educators engage during such professional development is still rather limited (though see, for example, Gebhard, Demers, &amp; Castillo-Rosenthal, 2008; Gonzalez, Moll, &amp; Amanti, 2005; Musanti &amp; Pence, 2010). In the analysis included here, the author applies a type of discourse analysis (microethnography) to examine the opportunities for learning that group interactional norms foster and foreclose. She uses excerpts of social interaction during a professional development initiative to illustrate how the deficit views of students perpetuated by dominant discourses (Popkewitz, 2007; Swartz, 2009) become reaffirmed when educators are not provided with opportunities to analyze whether and how their instructional practices take into account the specific characteristics that set apart ELs, heterogeneous as they are, from other students. (Contains 3 notes and 5 tables.)
Dilemmas in Guiding Pre-Service Teachers to Explore Literacy Instruction and Diversity
Author: Brock, Cynthia H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Methods Courses,Reading Instruction,Teacher Educators,Practicums,Minority Group Students,Urban Schools,Misconceptions,Theory Practice Relationship,English Language Learners,Team Teaching,Reflection,Student Diversity,Student Teacher Attitudes,Qualitative Research,Cultural Pluralism,Elementary School Students,Case Studies

This study focuses on the learning of a small group of pre-service teachers in a literacy methods course and their instructor, Cindy, a literacy methods professor. The pre-service teachers in Cindy's literacy methods courses conduct literacy practicum experiences at a local city school that is populated by children from non-dominant backgrounds. When a colleague recently learned of Cindy's work with her students at the practicum site, she declared that teacher-educators are wrong to let pre-service teachers teach in those schools. Novice teachers, she insisted, must first learn to teach literacy in less complex settings. That declaration exemplifies several documented concerns in education. The first problem relates to the misconception that methods, strategies, and instructional frameworks can be adequately learned and taught in a disembodied and decontextualized manner apart from real children abiding in actual classrooms (Denzin &amp; Lincoln, 2005; Johnson, 2007). The second problem relates to educators who perpetuate (perhaps unwittingly?) deficit views of children from non-dominant backgrounds (Connell, 1994; Frank, 1999; Gutierrez, 2008). These problems merit attention because they relate to broader concerns about relationships between theory and practice with which individual educators must grapple (Gee, 2012). The purpose of this qualitative investigation is to explore and describe one small group of pre-service teachers' reflections on their literacy instruction to children from non-dominant backgrounds, and to use this as a backdrop to sort out, and sort through, Cindy's work as a teacher educator. The pre-service teachers in the three-credit upper-level literacy methods course conducted their practicum at an elementary school (pseudonym, Evergreen Elementary) where approximately four-fifths of the children speak a language other than English as their first language. The pre-service teachers worked in small teacher-research teams of four people, designing and implementing a seven-lesson, literacy-related thematic unit that they taught to the children in one classroom. There were six teaching teams in the undergraduate methods class. Following each lesson taught at Evergreen Elementary the pre-service teachers met with their fellow teaching team members to debrief about and reflect upon their teaching each day. The research questions guiding this investigation were: (1) When did the pre-service teachers discuss diversity-related issues relative to their practicum experience? and (2) What did their discussions reveal about their attitudes towards children from non-dominant backgrounds? (Contains 4 notes and 2 figures.)
Examining the Intellectual Biography of Pre-Service Teachers: Elements of &quot;Critical&quot; Teacher Knowledge
Author: Salinas, Cinthia
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education,Teaching Experience,Education Courses,Qualitative Research,Teacher Education Curriculum,Preservice Teachers,Social Studies,World Views,Cultural Influences,Critical Thinking,Curriculum Development,Critical Theory,Social Justice,Democratic Values,Context Effect,Pedagogical Content Knowledge,Case Studies

Teacher knowledge, the sources of that knowledge, and the day-to-day use of that knowledge have become focal points of contemporary research on teacher education. As this body of research has found, a teacher's knowledge base and her subsequent practice is a composite of her beliefs and identities (Britzman, 2003), experiences (Lortie, 1975), knowledge of content (Wineburg &amp; Wilson, 2001), knowledge of pedagogical content knowledge (Shulman, 1986b), and interpretation of education course work field experiences (Adler, 2008; Borko &amp; Mayfield, 1995), all of which depicts the complexity of teaching. In this qualitative analysis, the authors explore how purposefully challenging the official curriculum and its dominant, hegemonic ideologies and worldviews provides preservice social studies teachers with vital opportunities to confront and challenge K-12 schooling practices that create inequities. They argue that teachers' deviation from the traditional canon is not simply an act of intellectual defiance but rather an understanding of how &quot;to think critically about and challenge the universality of that knowledge&quot; (Cochran-Smith et al., 2009, p. 635). The knowledge pre-service teachers use to mediate and transform the curriculum ought to be examined as an &quot;interpretation of their experiences [as] embedded in social and cultural contexts&quot; (Cochran-Smith &amp; Fries, 2005, p. 86). In sum, what teachers know, how they know what they know, and how they use what they know to engage in the critical teaching of the curriculum is essential in adding to our understanding of how to construct a more social justice and critical pedagogy oriented teacher education program. The purpose of this article is to investigate how pre-service social studies teachers come to understand their disciplines as a way to challenge the power structures and institutional practice which inhibit the realization of democratic ideals. Certainly, this investigation may be an endeavor within any discipline taught in schools; however, the authors specifically contextualize this research within the field of social studies education. In this article, they first situate the research within existing literature, then they establish their conceptual framework using the notion of intellectual biography, and then move on to explore how this framework can be used to better understand how pre-service social studies teachers understand and use their disciplinary knowledge to challenge the traditional curriculum.
Outsider Teacher/Insider Knowledge: Fostering Mohawk Cultural Competency for Non-Native Teachers
Author: Williams, Sharon Vegh
Date: 2013-00-00
Type: Journal Articles
Subjects: American Indian Culture,Teacher Competencies,Cultural Awareness,American Indian Students,Knowledge Level,Cultural Influences,Culturally Relevant Education,Interaction,Professional Development,School Districts,School Personnel,Conflict Resolution,Inservice Teacher Education,Misconceptions,Intercultural Communication,Critical Theory,Social Theories,Observation,Interviews,Focus Groups,Surveys,Trust (Psychology)

Research has suggested that mainstream teachers, and the institutions they work for, are often disconnected from the language, culture, and approaches to learning that facilitate Native students' achievement in school (Deyhle &amp; Swisher, 1997; Klug &amp; Hall, 2002; Lomawaima, 2001; Pewewardy, 2002; Reyhner &amp; Jacobs, 2002; Tharp, 2006). Yet, while the overall Native population has increased over the past few decades, the number of Native teachers has decreased (Writer &amp; Chavez, 2002). As a result, many Native students will be taught by non-Native teachers with limited training in cultural competency. Cultural competency in this context refers to teachers' knowledge of and ability to incorporate their students' cultural, social, and linguistic backgrounds into curriculum and instruction (Banks et al., 2005). Similar to other school districts serving Native students, all of the classroom teachers and administrators in this study in Farmingdale, New York are non-Native. Farmingdale is a reservation border town district with a rapidly growing Mohawk student population. Despite this growth and the persistent cultural divide between faculty and students, Farmingdale has provided limited professional development opportunities on Mohawk cultural competency for the non-Native staff. The primary goal of this research was to study the interactions between Native and non-Native participants as they worked to create a professional development program for the district. The points of conflict and contention were then used as a platform for addressing the issues through teacher education. By uncovering Native and non-Native stakeholders' perspectives, four general areas of conflict between the communities were found including: contrasting conceptions of cultural competency, cultural disconnect, intercultural miscommunication, and issues of trust. Through uncovering and analyzing these areas of conflict, a model of cultural competency professional development intended for the Farmingdale District with implications for other schools serving Native students was developed. (Contains 1 note and 2 figures.)
Connecting with the &quot;Other&quot; Side of Us: A Cooperative Inquiry by Self-Identified Minorities in a Teacher Preparation Program
Author: Bower-Phipps, Laura
Date: 2013-00-00
Type: Journal Articles
Subjects: Minority Groups,Teacher Education Programs,Role Models,Diversity (Faculty),Self Concept,Career Choice,Occupational Aspiration,Teaching Methods,Teacher Attitudes,Student Attitudes,Teacher Educators,Qualitative Research,Autobiographies

Minority teacher candidates' capacity to connect with diverse students in preK-12 settings is a driving force behind the demographic imperative to diversify the teaching professions (Achinstein, Ogawa, Sexton, &amp; Freitas, 2010; Banks et al., 2005). Teacher candidates of color have great confidence in their abilities to relate to students of color and to serve as role models (Weisman &amp; Hansen, 2008; Williams, Graham, McCary-Henderson, &amp; Floyd, 2009). The possible connections fostered by a diversified teaching force are offset by the reality of classroom demographics. Recognizing the importance of increasing the number of minorities in teacher education programs and subsequently increasing the number of minority teachers in the field, this article is written by five self-identified minorities in teacher education. The authors view their experiences through the lens of connecting to others as they explore their decisions to enter teaching, their experiences in a teacher preparation program, and their professional goals. Four questions frame their research: (1) What does it mean to identify as the &quot;other&quot; in a teacher education program? (2) What obstacles have they encountered as a result of being the &quot;other&quot;? (3) How do they, as teacher candidates and a teacher educator, believe their &quot;otherness&quot; will impact their teaching? and (4) In what ways do they perceive their &quot;otherness&quot; as a benefit to education programs and education as a whole? (Contains 2 notes.)