ethanporcaro/eric-fulltext-meta huggingface dataset:
Culturally Responsive Classrooms: Affirming Culturally Different Gifted Students
Author: Ford, Donna Y.
Date: 2010-00-00
Type: Journal Articles
Subjects: Academically Gifted,Student Diversity,Educational Indicators,Cultural Pluralism,Culturally Relevant Education,Cultural Differences,Talent Identification,Teaching Methods,Educational Environment,Curriculum,Philosophy,Test Bias,Student Evaluation,Culture Fair Tests

Each year, the U.S. Department of Education publishes its comprehensive report "The Condition of Education." As the author perused this year's edition, she was reminded of an important reality, one that all education professionals must be mindful of: America and its schools are more racially and culturally different than ever before. The term "culturally different" is used instead of "culturally diverse" because every individual and group has a culture. An unfortunate reality is that those students having the least amount school success are often culturally different from the dominant or mainstream group, which necessitates that educators recognize, affirm, and respond to the differences and associated needs. In this article, the author presents a summary of America's ever-changing schools, and offers suggestions for educators in their efforts to increase the educational success and experiences of culturally different students. An important feature of such success is more culturally different students being screened, identified, and placed in gifted education. These suggestions offered are grounded in the need for educators to create culturally responsive classrooms. (Contains 1 figure.)
How Can Such a Smart Kid Not Get It? Finding the Right Fit for Twice-Exceptional Students in Our Schools
Author: Yssel, Nina
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle School Students,Learning Experience,Summer Programs,Evaluation Methods,Parent Attitudes,Gifted,Learning Disabilities,Critical Thinking,Problem Solving,Special Education,Teaching Methods

During the past 6 years, the authors have worked and interacted with twice-exceptional middle school students as well as with their parents at an annual residential summer camp.  Through surveys and interviews with the parents and their children, the difficulties that twice-exceptional students encounter at school emerged. Furthermore, parents' perceptions of the impact of a successful learning experience during one week of camp have been noteworthy. The purpose of this article is to present parents' perceptions of educational and social-emotional difficulties their twice exceptional children experience. The snapshots of twice-exceptional middle school students are interspersed with views and research findings from existing literature. Finally, a few successful strategies are described, and recommendations for the classroom are included.
There and Back Again
Author: Delisle, James R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Creativity,Workshops,International Cooperation,Cultural Differences

In this article, the authors share their experiences and reflections on their trip to Saudi Arabia as participants of a 3-day workshop on giftedness sponsored by King Abdulaziz and His Companions Foundation for Giftedness and Creativity (Mawhiba). Delisle states that the trip to Saudi Arabia made him realize the importance of firsthand knowledge as people consider ideas that may differ from their deeply held biases and beliefs. It's a skill that he had tried to inculcate in his own students in his years as a teacher and professor. On the other hand, Cross stresses that the great thing about international traveling with open eyes is one is invited to become more sophisticated. Cross sees these visitations and friendship building as the single best approach to creating peace.
Access between and beyond Borders
Author: Gildersleeve, Ryan Evely
Date: 2010-00-00
Type: Journal Articles
Subjects: College Choice,College Admission,Undocumented Immigrants,Social Influences,Academic Persistence,Access to Education,Personal Narratives,Phenomenology,Student Experience,Interviews,High School Students,Mexicans

Using a life history method to illustrate the college admission process for undocumented students, this article demonstrates how students' social contexts (e.g., schooling, family, migration, and labor) influence their college choice processes and participation in the broader project of college-going. The central argument claims that if admission officers and college counselors want to make increasing college opportunities for undocumented students a priority, then it is incumbent upon professionals to increase their understanding of the pre-college contexts from which undocumented students struggle to persist. The life history narratives presented in this article serve to begin that training, pointing to key moments in college-going processes that admission and counseling professionals should seek to learn more about.
Opportunity of a Lifetime: A Student's Perspective
Author: Gomez, Carlos
Date: 2010-00-00
Type: Journal Articles
Subjects: Poverty,Phenomenology,Academic Persistence,Social Influences,Personal Narratives,Migrant Problems,Migrant Children,Educational Opportunities,Student Attitudes,Student Experience

In this article, the author shares his journey of obstacles he has endured in his life. The author's journey begins in Tequila, a small town of Mexico, with his cherished and young mother giving birth at the age of 16. He is the oldest and only son, in a family of two younger sisters and two hard-working parents. Poverty has been a reality for his family for generations. With little hope for decent living in Mexico, his family moved to the United States in search of a better future. The author arrived in the United States full of dreams and aspirations of going to college. He set his problems aside and used them as motivation to never go back to living in poverty. He viewed the United States as a new beginning and focused all his energy on school. On the day his college opportunities had gone from many to none, a Catholic school asked him to apply and soon it would become his future school. As the student body president and founder of two clubs, the author serves as a mentor to students at his school. He shares his experiences and encourages his peers to graduate from high school, go to college and get involved in their community.
!Si se puede!: Undocumented Immigrants' Struggle for Education and Their Right to Stay
Author: Rincon, Alejandra
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Undocumented Immigrants,State Legislation,Federal Legislation,Access to Education,Student Rights,Economic Factors,Acculturation,Crime Prevention,Advocacy,Law Enforcement,Tuition,Educational Finance,In State Students,Out of State Students,Residence Requirements

In this article, the author talks about an increasing movement that generates support for the Dream Act, the federal proposal which would allow some undocumented students to begin the path towards permanent residency. Beginning in Summer 2009, when more than 500 converged in DC for a national Dream Act graduation ceremony, students and their allies have organized a number of activities to build support for this proposal culminating with the national &quot;Back to School Day of Action.&quot; The movement for in-state tuition has involved a multi-prong approach combining individual struggles by undocumented students to fight their deportation orders, continuous efforts to pass equal tuition laws at the state level, changes within institutions of higher education and increasing pressure to pass the federal Dream Act. While the movement has grown in many different states, arguments in favor of the students have remained the same. The author stresses that the nature and usefulness of these arguments should be considered as this population fights against being demonized and for their basic recognition as human beings. The key arguments for and against undocumented students' presence in institutions of higher education fall into three broad categories: (1) economics; (2) cultural assimilation; and (3) crime deterrence. This article briefly reviews each type of argument. (Contains 33 footnotes.)
The Right Thing to Do
Author: Rodriguez, Arnaldo
Date: 2010-00-00
Type: Journal Articles
Subjects: Undocumented Immigrants,Church Related Colleges,Scholarships,Scholarship Funds,Tuition Grants,Program Descriptions,College Admission

This article features Pitzer College, California, a test-optional institution that offers a four year full-tuition scholarship for undocumented students. The author describes how Pitzer College considered offering this scholarship and made such a bold move. Offering this scholarship means the college will be dedicating over a quarter of a million dollars over the next four years to it. The author is extremely proud to be part of a college that is willing to make such a commitment to very deserving students.
College Choice Process of Latino Undocumented Students: Implications for Recruitment and Retention
Author: Perez, Patricia A.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Choice,Undocumented Immigrants,Student Recruitment,Hispanic American Students,Guidance Programs,Interviews,Questionnaires,College Students,Performance Factors,School Holding Power,Developmental Studies Programs,College Preparation

This paper outlines the major influences on the college choice process of Latino undocumented students with a specific focus on the &quot;choice&quot; stage of the broader college opportunity process (Hossler &amp; Gallagher 1987; Hossler, Schmidt, &amp; Vesper 1999). As theorized by Hossler et. al (1987; 1999), the choice stage is where students make final decisions on postsecondary options from choice sets crafted during the &quot;search&quot; stage of college choice and analysis of the best place to attend given where they were admitted, wait-listed or denied acceptance. In other words, this paper focuses on why students decided to attend the respective postsecondary institution they selected. More importantly, the author offers findings from original qualitative research that highlight the voices of the students who participated in this inquiry in order to assist admission and counseling professionals in their effort to help undocumented students and their families navigate the college planning and decision-making process. (Contains 1 table.)
Defined by Limitations
Author: Arriola, Sonya
Date: 2010-00-00
Type: Journal Articles
Subjects: Identification,College Admission,Undocumented Immigrants,Barriers,Legal Problems,Counseling Services,Developmental Studies Programs,College Preparation,Student Personnel Workers,Student Personnel Services,School Guidance

Undocumented students are a population defined by limitations. Their lack of legal residency and any supporting paperwork (e.g., Social Security number, government issued identification) renders them essentially invisible to the American and state governments. They cannot legally work. In many states, they cannot legally drive. After the age of 18, they cannot travel on airplanes without government issued identification. With a life defined by limitations, what may appear to be a &quot;typical&quot; adolescence is anything but--undocumented students reside in two parallel worlds: one which requires them to keep secrets about family issues such as legal residency and sources of income; and another which, on a daily basis, asks them to believe in the power of education to change their circumstances. Undocumented students fit the profile of the first-generation student as well as the low-income student. They have an underdeveloped sense of postsecondary education--they know that a college degree will help them get a &quot;good job,&quot; but if pressed to define a &quot;good job,&quot; struggle with the answer. College counselors at public, private and charter schools along with college admission officers across the country are already struggling with the reality of undocumented students. It is their challenge, and their responsibility, to offer realistic college options. College counselors must work together with them to arrive at the best situation possible, even if it means revising students' dreams and constructing educational work-arounds with the help of colleges and donors if possible.
Not Just a Latino Issue: Undocumented Students in Higher Education
Author: Chan, Beleza
Date: 2010-00-00
Type: Journal Articles
Subjects: Access to Education,Foreign Countries,Undocumented Immigrants,College Students,Federal Legislation,Citizenship,Immigration,Profiles,Social Attitudes,Social Bias,Stereotypes,School Counselors

Picture an undocumented student, and for most college counselors, it will be the image of a Latino student. However, the reality is that students from many other ethnic groups lack documentation as well. These students hail from everywhere. According to DreamActivist.org, an online resource network for undocumented students, they come from places such as Argentina, Bangladesh, Brazil, Canada, Chile, Colombia, Costa Rica, Croatia, Ecuador, England, Fiji, France, Ghana, Guatemala, Hungary, Indonesia, Iran, Israel, Lebanon, Mexico, Mongolia, Nicaragua, Nigeria, Pakistan, Peru, Philippines, Senegal, South Korea, Taiwan, Tonga, and Venezuela. According to one of DreamActivist's founders, Prerna, the network has &quot;black dreamies, brown dreamies, yellow dreamies, white dreamies--a rainbow full of dreamies.&quot; &quot;Dreamies&quot; refers to students who would benefit from the DREAM Act, a piece of legislation that would provide a path to citizenship for undocumented students who were brought to the US as minors. In this article, the author presents stories of five undocumented students and emphasizes the significant role of counselors in reaching out to this population by making information readily available and maintaining an environment of open dialogue, where no students feel judged.
Higher Education Access for Undocumented Students: Recommendations for Counseling Professionals
Author: Perez, William
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Undocumented Immigrants,Counseling Techniques,Access to Education,School Counseling,Student Personnel Services,Student Personnel Workers,Developmental Studies Programs,Barriers,Performance Factors,College Preparation

My research shows that college-eligible undocumented students exhibit high levels of academic achievement, civic engagement and resilience. Many overcome academic and socio-emotional barriers through social and moral support from family, peers, school agents and academic programs. As a result of the state residency tuition eligibility across the 10 states where most undocumented students reside, more than ever, community colleges and public universities are serving an important role in educating low-income, undocumented students. This article provides several research-informed suggestions for counseling professionals on how to best support higher education access for undocumented students. (Contains 7 online resources.)
Documenting Implementation Realities: Undocumented Immigrant Students in California and North Carolina
Author: Oseguera, Leticia
Date: 2010-00-00
Type: Journal Articles
Subjects: Community Colleges,State Legislation,Undocumented Immigrants,Program Implementation,Compliance (Legal),Enrollment Trends,Educational Policy,Policy Analysis,Educational Legislation,Case Studies,Barriers,Politics of Education

Although a growing line of research has emerged on the legal history and policy effects of state legislation regarding the college access opportunities of undocumented students, less is written on the implementation stories of these laws and policies in the institutions most likely to enroll undocumented students--the community college. This article examines the communication of legal directives to community college service providers with an emphasis on California, a state with a clear state mandate on the admission and tuition benefit requirements for undocumented students, and North Carolina, a state without a state legislative mandate but with legal directives from the state attorney general although more recently with an updated community college system board decision. The authors argue that the most important location of implementation is the community college and the most important implementers are the college personnel that operate within these sectors. (Contains 2 figures and 3 footnotes.)
Do Students Need to Memorize Facts in the Digital Age?
Author: Mahoney, Robert E.
Date: 2010-02-00
Type: Journal Articles
Subjects: Memorization,Thinking Skills,Critical Thinking,Long Term Memory,Short Term Memory,Recall (Psychology),Brain,Cognitive Processes,Age Groups

In this article, the authors present their opposing views on whether students need to memorize facts in the digital age. One author contends that it is foolhardy to expect students to develop procedural knowledge (processes) without the underlying declarative knowledge (facts). The other says that analyzing always takes precedence over memorizing and it is the foundation of critical-thinking skills. She argues that if people rely on memorization strategies, they are reinforcing only short-term storage of pathways and this leads to disconnects between messages, images, and memory recollection.
Extreme Makeover: School Edition--How the 2009 Sylvia Charp Award Winner Used Technology to Transform a Once Struggling School District
Author: Camhi, Shari L.
Date: 2010-02-00
Type: Journal Articles
Subjects: High Schools,School Districts,Academic Achievement,Technology Uses in Education,Scores,Computer Peripherals,Information Technology,Internet,Constructivism (Learning),Problem Solving,Innovation,Critical Thinking,Technology Integration,Professional Development,Middle Schools

When new leadership assumed responsibility for the Glen Cove School District back in 2005, it was in dire need of a makeover. State test scores were dismal, and its high school had fallen onto the New York Schools in Need of Regents Review list. Failed budgets had forced the district to operate under contingency restrictions, including a moratorium on the purchase of any new equipment. As a result, the district's infrastructure fell into utter disrepair, the newest computer equipment dated back to 1997, and the teachers and students had given up on working with any technology, including the Internet and e-mail, in the classroom. It was time for a complete--and collaborative--overhaul for this Long Island school district. In this article, the author describes how the district became a model of success in three short years, using technology as the foundation for a whole new instructional program.
Keeping the Peace
Author: Levinson, Matt
Date: 2010-02-00
Type: Journal Articles
Subjects: Baby Boomers,Information Technology,Middle Schools,Educational Technology,Laptop Computers,Synchronous Communication,Faculty,Parents,Middle School Students,Workshops

In a November 7, 2007, "New York Times" article "New Class (room) War: Teacher vs. Technology," author Michael Bugeja noted that "the baby boomers seem to see technology as information and communication. Their offspring and the emerging generation seem to see the same devices as entertainment and socializing." This became abundantly clear to Nueva School after launching a one-to-one laptop program at its middle school in 2007. Excessive use of an instant messaging (IM) program installed on laptops exposed a profound disconnect between students, parents, and teachers about the appropriate use of technology at school and at home. The situation forced the district to take a hard look at the pros and cons of IM and eventually ban it--something that would have been easier before the school implemented its one-to-one initiative. In this article, the author describes how Nueva School quieted the IM uproar.
LoTi Turns Up the Heat!
Author: Moersch, Christopher
Date: 2010-02-00
Type: Journal Articles
Subjects: Technology Integration,Instructional Innovation,Educational Technology,Teaching Methods,Educational Improvement,Leadership,Teachers,Surveys,Evaluation,Best Practices,Academic Achievement,Professional Development,Cognitive Processes,Models,Learner Engagement

When LoTi was first introduced in 1994 as the Levels of Technology Implementation framework, the intent was to create a tool to help district leadership quantify how teachers were using technology in the classroom. After serving the past 15 years as a research framework, self-reporting technology integration survey, and school improvement model, LoTi has changed focus. The original LoTi framework provided an empirically validated model for school systems to gauge the effectiveness of technology implementation. However, with the emergence of new standards from the Partnership for 21st Century Skills and International Society for Technology in Education's (ISTE's) NETS[solid dot]T, it was clear the framework needed to be refreshed. The Levels of Technology Implementation framework thus became the Levels of Teaching Innovation framework. It includes the same stages contained in the original framework, but the newer model emphasizes powerful learning and teaching as well as the use of digital tools and resources in the classroom. Each level or stage of the new LoTi framework addresses unique attributes of the pedagogical continuum as teachers gravitate from: (1) A teacher-centered approach to a learner-centered approach; (2) Lower levels of student cognition, such as knowledge and comprehension, to higher levels, such as synthesis, evaluation, problem-solving, and issues resolution; (3) Classroom routines of research-based best practices, such as providing recognition and giving feedback, to complex classroom routines, such as generating hypotheses and prompting student questions; and (4) Compliant use of digital tools and resources to dynamic, self-directed uses of Web 2.0 tools. This article discusses how the technology-integration survey has been improved to account for new ways of teaching, new digital tools, and Web 2.0.
Finding Students Who Learn with Media
Author: Bull, Glen
Date: 2010-02-00
Type: Journal Articles
Subjects: Primary Sources,Internet,Student Developed Materials,Nonprint Media,Learner Engagement,Individualized Instruction,Video Technology,Computer Uses in Education

Student-created media offer significant opportunities for engagement and learning. For the past five years, the authors have explored ways to incorporate Web-based authoring tools into the curriculum. In this article, they discuss PrimaryAccess, a suite of online tools that provides students with access to primary source documents on websites such as those for the Library of Congress and the Smithsonian. The realization that students respond in different ways to the authoring of media can allow teachers to provide instruction and assign tasks that best meet their individual needs. In the future, the ability to analyze student activity through online tools may provide teachers with feedback about students' time management and use of media, facilitating differentiation of instruction, and enhancement of learning.