ethanporcaro/eric-fulltext-meta huggingface dataset:
The Case of the Runaway Meeting
Author: Tuters, Stephanie
Date: 2013-07-08
Type: Journal Articles
Subjects: Principals,Educational Policy,Participative Decision Making,Resistance to Change,Leadership Styles,School Administration,School Community Relationship,Case Method (Teaching Technique),Educational Practices,Inclusion,Secondary Schools

The case describes the plight of a principal as she attempts to oversee her  school&apos;s equity/inclusive mandate. Bernice first realizes the strength of the  opposition to inclusion at a staff meeting where a couple of vocal teachers are cheered on by the rest of the staff as they voice their dissatisfaction with her suggestion that students and their parents be included in a decision about next year&apos;s schedule. Bernice is now in the position of having to figure out how to get the equity/inclusion mandate back on track. The case includes four teaching points and exercises. The first exercise explores the issue of acquiring knowledge of the setting while the second addresses the actions that might be taken. The third and fourth activities target the kinds of things that the principal should have done and the arguments that she can use to convince her staff of the value of parental and student involvement in school decision-making.
The Trouble with &quot;Getting Personal&quot;: New Narratives for New Times in Classroom Writing Assignments
Author: Laidlaw, Linda
Date: 2013-12-00
Type: Reports - Research
Subjects: Personal Narratives,Elementary School Students,Writing (Composition),English Instruction,Interviews,Focus Groups,Adoption,Writing Assignments,Systems Approach,Parents,Elementary School Teachers,Bias,Problems,Foreign Countries

This article explores and interrogates the common practice of asking students to write personal narratives within elementary English Language Arts classrooms, addressing some of the difficulties that may arise when students are required to share personal details. Using interview and focus-group data from a study of internationally adopted children and schooling, and a number of autobiographical experiences, using a complexity thinking frame, we address some of the challenges such assignments can present for students who have diverse cultural, family or life history backgrounds. We examine some teacher biases that can present difficulties within writing assignments and present some new narrative possibilities and literacy practices that can be more inclusive of all students and acknowledge diversity.
At the Altar of Educational Efficiency: Performativity and the Role of the Teacher
Author: Hennessy, Jennifer
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Neoliberalism,Secondary Education,English Instruction,Accountability,English Teachers,Poetry,Academic Standards,Empowerment,Professional Autonomy,Professional Identity,Tests,Teacher Role,Teacher Education,Efficiency

This paper critiques the impact of neo-liberalism on postprimary education, and in particular on the teaching of English. The paper explores the implications of performativity and exam-driven schooling on the teaching and learning of poetry. The authors argue that meeting the demands of an education system dominated by technicism and standardisation poses considerable challenge to teacher autonomy and pedagogy. They also draw attention to the uncontested dominance of this social contract in education and suggest it to be a catalyst for the standardisation and commodification of knowledge that has resulted in considerable de-professionalisation of English teachers. The paper proposes that as a result teachers are confronted with the choice of conformity or resistance in their practice, and argues that counter-hegemonic endeavour is urgently needed in the drive to redress this circumstance.
Striving for Literary Development in Secondary Literature Students: A Teacher's Self-Study
Author: Groenendijk, Ramon
Date: 2013-12-00
Type: Journal Articles
Subjects: Secondary School Students,Literature,Teacher Student Relationship,Classroom Communication,Interaction Process Analysis,Teaching Methods,Foreign Countries,Language Arts,National Curriculum,Cultural Literacy,Aesthetics,Individual Development,Learning Theories,Secondary School Teachers,Case Studies,Indo European Languages,Peer Relationship,Group Discussion,Lesson Plans,Teacher Attitudes

In a self-study the main author examines the difficulties and challenges his students experience in their literary development. The central question is: How can my teaching support students in their literary development? This self-study is supported by a research group, examining together one literature lesson given by the main author, striving towards an in-depth analysis of the lesson, using a theoretical framework that focuses on interaction and literary development. Besides a more in-depth view in literary development of secondary school students, this study creates opportunities to analyse the interaction patterns among students, and between teacher and students.
The Representation of Professionalism in Native English-Speaking Teachers Recruitment Policies: A Comparative Study of Hong Kong, Japan, Korea and Taiwan
Author: Wang, Li-Yi
Date: 2013-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Recruitment,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Educational Policy,Policy Analysis,Language Role,Native Speakers,Language Proficiency,Program Effectiveness,Educational Quality,Program Evaluation,Comparative Analysis

The status of English as a global language has played a significant role in contemporary language education policies across the world. In East Asia, the hegemony of English has been reflected in a number of central governments' policies of recruiting native English-speaking teachers (NESTs) to participate in English language education. This paper focuses on the NESTs recruitment policies in Japan, Korea, Hong Kong and Taiwan with the aim of examining how teacher professionalism is represented in these policy discourses and how this conceived teacher professionalism impacts on English teaching and learning in these countries. Through the analysis of policy texts and documents, we argue that teacher professionalism has been assigned a different agenda by the governments who subscribe to &quot;native speaker norms&quot; and legitimise unqualified and inexperienced NESTs in the profession of English language teaching (ELT). These anti-professionalism policies have not achieved the intended consequence of improving students' English proficiency, but have instead resulted in the unintended consequences of damaging the quality of English instruction and jeopardising the professional identity of local non-native English-speaking teachers (NNESTs) in these countries. The results reveal an urgent need to evaluate the effectiveness of these NEST recruitment programmes.
Exploring the Roles of Google.doc and Peer e-Tutors in English Writing
Author: Lin, Wen-Chuan
Date: 2013-05-00
Type: Reports - Research
Subjects: Foreign Countries,Writing Instruction,Electronic Learning,Cooperative Learning,Peer Teaching,Tutoring,Nonmajors,Majors (Students),College Freshmen,Student Experience,Student Attitudes,Writing Skills,Student Motivation,College English,English (Second Language),Second Language Instruction,Learning Theories,Interviews,Observation

This study explored college students' experiences with and perceptions of integrating both the Google.doc and peer e-tutors into an English writing course. This socio-cultural study employed online collaborative learning mechanisms with an attempt to develop students' English writing skills and motivation over the course of one year. Participants included a class of forty-four, 1st-year non-English majors from a college in southern Taiwan; eleven fourth-year English majors were also invited to assist with online, peer e-tutoring. The findings revealed that most students demonstrated positive attitudes towards using this online writing system and were satisfied with their meaningful interactions with peer e-tutors. On-line tutoring activity enhanced their English writing skills, and they reported a desire to engage in similar practices in the future. A few challenges emerged from using the Google.doc, including periodical missing data from the screen and an accidental lag that occurred during the course of writing online. Several conclusions can be drawn from the study, which have some implications for EFL teachers. Suggestions for future research are also provided.
&quot;Ars Poetica,&quot; Romanticism and English Education: Poetic Inheritances in the Senior Secondary English Curriculum in New South Wales, Australia
Author: Carter, Don
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Secondary School Curriculum,English Curriculum,Poetry,Romanticism,English Literature,Courses,Course Content,Course Objectives,Student Journals,Reflection,Student Projects,Creativity,Imagination

Poetry, as a textual form for critical study and composition, continues to occupy a significant place in Australian senior secondary English syllabus documents and classrooms (cf. Carter, 2012). Indeed, within the senior secondary English syllabus in New South Wales (NSW), poetry remains one of the core mandatory types of texts for study by the majority of students seeking matriculation, thus signalling its enduring position in the conceptualisation and identity of subject English in this Australian curricular context. But poetry is not only a constituent of the NSW formal curriculum in terms of content: poetry--specifically the &quot;epistemic assumptions&quot; (Reid, 2002, p. 21) inscribed in poetry from the Romantic period of English literature--has been encoded in the &quot;disciplinary norms&quot; (p. 21) of the subject itself. This paper examines those poetic inheritances at work in the curricular design, intent and substance of the English Extension 2 course, which forms part of the suite of senior secondary English courses offered in NSW--the English Stage 6 Syllabus (Board of Studies NSW, 1999). The paper reorients our attention as educators to the legacy of Romantic ars poetica to English in the 21st century classroom and proposes ways in which this legacy can be actively reclaimed at the service of holistic, student-centred learning and achievement.
Constituting a Sense of &quot;American&quot; Identity and Place through Language and Literary Study: A Curriculum History, 1898-1912
Author: Brass, Jory
Date: 2013-09-00
Type: Journal Articles
Subjects: Educational History,English Instruction,Nationalism,United States History,Elementary Secondary Education,Identification,Role of Education,Acculturation,Language,Literature

This article examines constructions of &quot;American&quot; identity and place in the first influential guides for English teaching published in the United States at the cusp of the 20th Century. It recovers how English teaching was to weaken youths&apos; ties to more immediate people and places and to reorient their sense of self, others and the world around imagined communities that differentiated America/Americans from uncivilised, irrational and illiterate &quot;others&quot;. Language and literature were directed to reorder thought, inculcate the spirit of peoples and places, and locate individuals, races and nations temporally and spatially in sacred-secular redemption narratives. The study historicises practices of English teaching that have inscribed people and places within a religion-science-nation-West horizon, constituting distinctive experiences of sameness/difference, nationalism, and place that have spanned more than a century of English teaching.
Assessing Student Poetry: Balancing the Demands of Two Masters
Author: Locke, Terry
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Poetry,Writing Workshops,Feedback (Response),Formative Evaluation,Summative Evaluation,Student Evaluation,Writing Instruction,Secondary School Teachers,Secondary School Students,Case Studies

The practice of assessing student poetry is neither widespread nor widely theorised. In fact, its absence in the literature is itself worthy of comment and conjecture. This article begins with an account of a writing workshop for pre-service teachers, which highlighted the way participants found themselves tongue-tied when asked to engage in the constructive critique of others' poems. It then moves to a broad consideration of what constitutes assessment in the educational context before considering some problematics in respect of the assessment of poetry. It problematises the assessment of poetry in the classroom context by use of the trope of the figure of Truffaldino, Goldini's servant of two masters. In this case, Truffaldino is viewed as serving two discursive masters: literary criticism and high-stakes educational assessment discourse. After a selective literature review which looks at how this dual allegiance is played out in the literature of poetry assessment, it reports on a small, case study in a New Zealand school, where the drama of dual allegiance was played out with certain effects. The article concludes with some overall reflections on the issues raised.
&quot;Old Poems Have Heart&quot;: Teenage Students Reading Early Modern Poetry
Author: Naylor, Amanda
Date: 2013-05-00
Type: Reports - Research
Subjects: Poetry,Adolescents,Language Arts,Secondary School Students,Foreign Countries,Certification,Medieval Literature,National Curriculum,Difficulty Level,English Instruction,History,Reader Response,Oral Reading,Aesthetics,Semi Structured Interviews,Observation

The proposals for the revised National Curriculum in English suggest limiting the pre-twentieth century poetry that GCSE pupils read to &quot;representative Romantic poetry&quot; (Department for Education [DFE], 2013, p. 4). This paper argues that poetry of the early modern period is challenging and enriching study for adolescent pupils and that narrowing the definition of pre-twentieth century poetry will limit the potential richness of the curriculum for teenage readers. The evidence is drawn from a pilot study exploring the ways in which GCSE pupils made meaning out of the poetry of the early modern period and how teachers supported their pupils' meaning making. This paper reports on aspects that emerged from the data using Steiner's (1978) notion of difficulty and Fleming's (1996) discussions of how to approach poetry from a different time period. Pike's (2000; 2003) work on teaching poetry from the canon and ways of motivating pupils is referenced as well as Marcus (1992) and Conroy and Clarke (2011) on the particularities of teaching literature from the early modern period. The work also draws on the work of Rosenblatt (1970), Iser (1978) and Gordon (2009), to explore the ways in which the classroom provided a space for the &quot;Lifeworlds&quot; of the pupils, the teacher and the poet come together.
A Case of Teacher Opposition to School District Assessment and Evaluation Policy
Author: Fushell, Marian
Date: 2013-07-08
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Resistance to Change,Teacher Attitudes,Program Implementation,Student Evaluation,Intervention,Case Studies,Principals,Policy Formation

Better School District introduced its assessment and evaluation policy and regulations in 2006. Three years later, the Director of Education learned that the policy was not fully implemented in all schools. The main issue was teacher noncompliance with the provision of interventions for students who miss assignments and tests or submit work late. Principals were aware of this issue in their schools yet did not address it. In 2010, the district commenced a review of the policy and developed regulations to support it. When released in 2011, the revised policy met with opposition. This case focuses on the district&apos;s process for policy development, teacher engagement in policy development, and the role of principals and other leaders in implementing change.
Organizing for Professional Learning Communities: Embedding Professional Learning during the School Day
Author: Ferguson, Kristen
Date: 2013-07-08
Type: Reports - Research
Subjects: Foreign Countries,Case Studies,Elementary Schools,Rural Schools,Public Schools,Communities of Practice,Faculty Development,Principals,School Administration,Learning Activities,Discussion (Teaching Technique),Case Method (Teaching Technique)

This case study presents the struggles faced by a school administration in implementing a professional learning community (PLC) initiative without additional funds earmarked for implementation. In this case, Emily, the principal of Bayside Public School, creates a Buddy Day system for students that provides teachers with time during the school day to meet for PLCs; however, tensions among the principals, teachers, parents, and union guidelines arise. The teaching notes section explores other readings about professional development, the viewpoints of the various stakeholders in the case, and provincial documents about the implementation of PLCs.
Principal Leadership: Blending the Historical Perspective with the Current Focus on Competencies in the Alberta Context
Author: Mombourquette, Carmen
Date: 2013-10-28
Type: Journal Articles
Subjects: Principals,Foreign Countries,Standards,Guidelines,Educational Policy,School Districts,Leadership Effectiveness,Public Schools,Educational History,Scoring Rubrics

This study was designed to explore the impact of the standards movement on the principalship in the province of Alberta, Canada. In 2009 the minister of education approved a set of practice guidelines for school leaders. The &quot;Guidelines&quot; list seven practice standards called leadership competencies. In 2012 a review was conducted to see how these leadership competencies were being articulated in the policies and procedures of the province's English speaking publicly funded school jurisdictions. Fourteen of the 46 jurisdictions reviewed had policies or procedures that were consistent with the &quot;Guidelines&quot; mandate. This lack of acceptance of the &quot;Guideline&quot; as formal policy presents itself as a worrisome finding and indicates a lack of penetration from the provincial to the school jurisdiction level.
Perceptions of Graduate Supervision: Relationships with Time of Reflection and Post-Secondary Climate
Author: Graham, Elizabeth
Date: 2013-12-19
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Graduate Students,Supervisors,Teacher Student Relationship,Graduate Study,Commercialization,College Faculty,Interviews,Student Surveys

This paper discusses the similarities and differences between Canadian doctoral students and new faculty members regarding their experiences with and perceptions of their graduate supervisors and mentoring. Participants' responses were considered in light of the current post-secondary culture that emphasizes increased productivity and accountability of faculty members and the student as customer (e.g., Turk, 2000). An examination of survey and interview responses from participants showed that whereas both groups valued supervision that includes both career and psychosocial functions of mentoring (Kram, 1983), doctoral students tended to place more emphasis on the psychosocial functions than did the new faculty. In addition, although, in general, both groups gave more favourable ratings of their supervisors for career as opposed to psychosocial functions, new faculty members were more satisfied with their supervisors and rated their supervisors higher on most mentoring functions. These differences between groups were considered in light of universities' adoption of a managerial, audit culture (e.g., Cribb &amp; Gewirtz, 2006) that encourages students to perceive themselves as consumers and requires faculty to meet competing demands on their skills and time.
Students as Policy Actors: The TDSB Equity Foundation Statement and Commitments to Equity Policy
Author: Ferfolja, Tania
Date: 2013-11-27
Type: Journal Articles
Subjects: Foreign Countries,Semi Structured Interviews,Secondary School Teachers,Administrators,Secondary School Students,Parents,Focus Groups,Educational Policy,Educational Legislation,Activism,Social Bias,Sexual Orientation,Social Discrimination,Secondary Schools,Qualitative Research

Discrimination on the basis of homophobia/transphobia in many schools is an internationally recognised problem. The Toronto District School Board's (TDSB) Equity Foundation Statement and Commitments to Equity Policy (EFS) provides an explicit mandate to schools in its jurisdiction to address such discrimination and educate about sexual and gendered diversity. This research, which draws on the work of Ball et al. (2012), examines how lesbian, gay, bisexual, transgender, and queer (LGBTQ) equity work was being implemented in two TDSB high schools. In particular, it illustrates how some students were more than subjectively produced by policy, but were agentic policy actors who were integral to the enactments of LGBTQ equity work undertaken in the schools.
&quot;Well, that Was an Intellectual Dialogue!&quot;: How a Whole-School Focus on Improvement Shifts the Substantive Nature of Classroom Talk.
Author: Edwards-Groves, Christine
Date: 2013-09-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary School Students,Classroom Communication,Faculty Development,Teaching Methods,Learning Processes,Rural Schools,Case Studies,Interviews,Educational Change,Qualitative Research,Focus Groups

This paper explores how students' talk in classrooms is influenced by a whole-school focus on lifting the quality, and the substantive nature, of classroom dialogue as an approach to improve student engagement, and to develop listening and speaking skills. Specifically, we show how designing and participating in whole-school professional learning projects emerged as a central condition for teacher and student development in the area of improving substantive classroom dialogue. The paper draws upon data from a larger, three-year empirical study in several Australian primary schools into the interconnections between professional learning, student  learning, teaching and leading over time. In this paper, we focus particularly upon professional learning and its effects upon teaching and student learning, and illustrate how changing students' literacy practices require changing the practice architectures--that is, the broader conditions within which teacher and student learning occurs. Drawing on examples of teacher and student learning practices, we reveal the particular &quot;sayings&quot; (language), &quot;doings&quot; (activities), and &quot;relatings&quot; (relationships) which create and sustain the conditions under which students' dialogic practices can flourish. The research reveals that the practices of collaborative, critical reflexive dialogues on the part of teachers contributed significantly to the development of dialogic practices within literacy learning in classrooms.