ethanporcaro/eric-fulltext-meta huggingface dataset:
Affective Factors: Anxiety
Author: Tasnimi, Mahshad
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Attitudes,Negative Attitudes,Second Language Learning,Anxiety,Affective Behavior,Teaching Methods,Second Language Instruction,Measurement,Classification

Affective factors seem to play a crucial role in success or failure in second language acquisition. Negative attitudes can reduce learners' motivation and harm language learning, while positive attitudes can do the reverse. Discovering students' attitudes about language will help both teacher and student in teaching learning process. Anxiety is one of the affective factors which plays an important role in learning and teaching process. This article deals with the concept of anxiety, its measurement and its contribution to learning and teaching. (Contains 2 tables and 1 figure.)
Explaining English Middle Sentences
Author: Park, Kabyong
Date: 2009-00-00
Type: Journal Articles
Subjects: Verbs,Sentence Structure,English,Morphemes,Structural Analysis (Linguistics),Grammar,Form Classes (Languages)

The current paper attempts to account for the formation of English middle sentences. Discussing a set of previous analyses on the construction under investigation we show, following the assumptions of Oosten(1986) and Iwata(1999), that English middle constructions should be divided into two types: generic middle constructions and non-generic middle ones. The distinction is shown to be closely related with the tense aspect of the verbs: the structural subject in the former is interpreted as generic with the present tense, while the latter can take past tense and progressive aspect with a non-generic subject. Other thematic roles than Agent can be realized as the structural subjects. In the generic interpretation, the intrinsic property of the plays the role of cause and is primary responsible for the event denoted by middle verb. In the non-generic interpretation, on the other hand, a specific event plays the part of cause and thus can take the past tense. Middle verbs are lexically derived from a set of activity or accomplishment verbs that carry [-state, +process] aspect features. After derivations, the verbs in the generic interpretation possess [+state, +process, +repetition] aspect feature, and those of the non-generic one, [-state, +process, -repetition]. Another contrast lies in the definiteness of the subjects: the generic interpretation involves an indefinite/generic subject and the non-generic one needs a definite/non-generic subject. (Contains 10 footnotes.)
Effect of Race and Ethnicity Classification on Survey Estimates: Anomaly of the Weighted Totals of American Indians and Alaska Natives
Author: Lee, Sunghee
Date: 2009-00-00
Type: Journal Articles
Subjects: Race,American Indians,Alaska Natives,Classification,Data Collection,Surveys,Health,Decision Making,Ethnicity,Interviews,Statistical Analysis

Racial classification is a paramount concern in data collection and analysis for American Indians and Alaska Natives (AI/ANs) and has far-reaching implications in health research. We examine how different racial classifications affect survey weights and consequently change health-related indicators for the AI/AN population in California. Using a very large random population-based sample of AI/ANs, we compared the impact of three weighting strategies on counts and rates of selected health indicators. We found that different weights examined in this study did not change the percentage estimates of health-related variables for AI/ANs, but did influence the population total estimates dramatically. In survey data, different racial classifications and tabulations of AI/ANs could yield discrepancies in weighted estimates for the AI/AN population. Policy makers need to be aware that the choice of racial classification schemes for this racial-political group can generally influence the data they use for decision making. (Contains 4 tables.)
Depressed Affect and Historical Loss among North American Indigenous Adolescents
Author: Whitbeck, Les B.
Date: 2009-00-00
Type: Journal Articles
Subjects: Adolescents,Factor Analysis,Foreign Countries,North Americans,Depression (Psychology),Incidence,Correlation,Females,Measures (Individuals),Regression (Statistics),Symptoms (Individual Disorders),Ethnicity,Death,American Indian History,Posttraumatic Stress Disorder

This study reports on the prevalence and correlates of perceived historical loss among 459 North American Indigenous adolescents aged 11-13 years from the northern Midwest of the United States and central Canada. The adolescents reported daily or more thoughts of historical loss at rates similar to their female caretakers. Confirmatory factor analysis indicated that our measure of perceived historical loss and the Center for Epidemiologic Studies Depression scale were separate but related constructs. Regression analysis indicated that, even when controlling for family factors, perceived discrimination, and proximal negative life events, perceived historical loss had independent effects on adolescent's depressive symptoms. The construct of historical loss is discussed in terms of Indigenous ethnic cleansing and life course theory. (Contains 3 tables and 3 figures.)
Preliminary Assessment of Apache Hopefulness: Relationships with Hopelessness and with Collective as well as Personal Self-Esteem
Author: Hammond, Vanessa Lea
Date: 2009-00-00
Type: Journal Articles
Subjects: American Indians,American Indian Reservations,Self Esteem,Psychological Patterns,Mental Disorders,Measures (Individuals),Correlation,Tribes

Hopelessness is central to prominent mental health problems within American Indian (AI) communities. Apaches living on a reservation in Arizona responded to diverse expressions of hope along with Hopelessness, Personal Self-Esteem, and Collective Self-Esteem scales. An Apache Hopefulness Scale expressed five themes of hope and correlated negatively with Hopelessness and positively with both Collective and Personal Self-Esteem. These data confirmed the potential of conducting more extensive analyses of hope within AI tribal life. (Contains 2 tables.)
Quality Teacher Induction: "Fourth-Wave" (1997-2006) Induction Programs
Author: Wood, Ann L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Beginning Teacher Induction,Beginning Teachers,Educational Quality,Program Descriptions,Definitions,Professional Development,Program Content,Course Objectives,Course Organization

The purpose of this essay is to describe quality teacher induction that has evolved from "fourth-wave" (1997-2006) teacher induction program development and research. A definition of quality induction is proposed, and a set of induction goals and components are outlined. Understandings gained from fourth-wave programs are described, including ways in which quality induction programs are delineated by their comprehensive systems of organized, educative mentor assistance, professional development, and formative assessment of novice teachers in their first-through-third years of teaching. More empirical studies are needed on the effects of induction on novice teacher performance and student achievement, and on subject-based and urban teacher induction.
Critical Concepts of Mentoring in an Urban Context
Author: Yendol-Hoppey, Diane
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Justice,Urban Schools,Mentors,Teacher Effectiveness,Poverty,Urban Areas,Beginning Teachers,Disadvantaged Schools,Qualitative Research,Placement

Given the increasing challenges faced by high-poverty urban schools, mentoring has become the panacea for policy makers interested in a quick-fix solution to the teacher quality dilemma. As a result, mentoring programs have experienced exponential growth with little empirical attention during the last decade. This 16-month qualitative investigation within a large city in the northeastern United States, sought to better understand the work of mentors in high-poverty urban schools. Analysis of the data collected led to the identification of three assertions that highlight the interplay that occurs in the urban teacher mentoring context between four critical concepts: novice teacher survival, novice teacher success, onus of responsibility, and a social justice stance. Implications are discussed related to the need for adequate resources, placement, and preparation of mentors in high-poverty schools. Additionally, the study also asserts the role that a passion for or a disposition toward social justice plays in the success and survival of both mentors and novice teachers in urban contexts. (Contains 2 tables.)
Mentoring Novice Teachers: Motives, Process, and Outcomes from the Mentor's Point of View
Author: Iancu-Haddad, Debbie
Date: 2009-00-00
Type: Journal Articles
Subjects: Mentors,Interviews,Foreign Countries,Rewards,Beginning Teachers,Teaching Experience,Teacher Attitudes,Qualitative Research,Teacher Education,Teacher Motivation

The purpose of this paper is to present the major motives leading senior teachers to be involved in a mentoring process of newly appointed teachers and its benefits for the mentor teacher. Based on semi-structured interviews with 12 experienced teachers who participated in a university-based mentoring program in Israel, the current study found a wide variety of motives, difficulties, and benefits during the mentoring process, including intrinsic and extrinsic motives, emotional rewards, professional benefits, and negative outcomes. Practical implications for mentoring programs are suggested. (Contains 1 footnote.)
Navigating the Waters of Teacher Induction: One Beginning Teacher's Journey
Author: Broemmel, Amy D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Orientation,Internship Programs,Teacher Attitudes,Beginning Teachers,Beginning Teacher Induction,Case Studies,Elementary School Teachers,Journal Writing,Electronic Mail,Graduate Study,Reflection,Cognitive Processes,Education Work Relationship,Experiential Learning,Teaching Methods

This year-long qualitative case study explores the ways in which one teacher intern reflected upon her knowledge and experiences within two sometimes dichotomous domains: the elementary school classrooms in which she taught and her university coursework. Data collection took place over a period of eight months and consisted of twenty-two weekly email journals assigned as part of graduate coursework during a fifth year internship program. Detailed analysis of these entries revealed the power of reflection and independent thinking in negotiating the complexity of influences on this teacher's beliefs about teaching and learning. (Contains 1 table.)
Paired Field Placements: A Means for Collaboration
Author: Gardiner, Wendy
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Field Experience Programs,Cooperating Teachers,Teacher Placement,Interviews,Professional Development,Observation,Portfolio Assessment,Supervisor Supervisee Relationship,Early Childhood Education,Student Teacher Attitudes,Teacher Collaboration

In this qualitative study, pairs of preservice teachers were placed with single cooperating teachers in a 100-hour urban field placement. The question guiding this research was would preservice teachers collaborate in ways that contributed to their professional development and if so why, how, and to what end? Results from field notes, multiple observations, interviews, and work samples indicate that paired placements promoted multiple perspectives, led to increased dialogue about teaching and learning, and facilitated the implementation of student-centered pedagogies. Importantly, paired field placements have potential to nurture and develop skills of collaboration vital to current reform efforts.
One White Teacher's Struggle for Culturally Relevant Pedagogy: The Problem of the Community
Author: Hyland, Nora E.
Date: 2009-00-00
Type: Journal Articles
Subjects: African American Students,Action Research,Culturally Relevant Education,Discourse Analysis,Student Diversity,Whites,Teaching Methods,Barriers,School Community Relationship,Teaching Conditions,Racial Bias,Misconceptions,Elementary School Teachers,Classroom Techniques,Teacher Expectations of Students,Racial Differences

This is a case of one novice White teacher whose strong commitment to becoming a culturally relevant teacher was hindered by her struggle to develop meaningful connections to the home community of her mostly African American students. Using a hybrid methodology of action research, discourse analysis, and critical interpretive analysis of qualitative data collected over two years, I examine the practical, ideological, and discursive barriers this teacher faced while attempting to enact culturally relevant pedagogy. The deficit discourse of the school, the work life pressures on new teachers, and assumptions about Black families were significant barriers for this teacher. (Contains 1 footnote.)
A Frog in a Well Shaft: Lessons from China on Learning to Teach
Author: Spalding, Elizabeth
Date: 2009-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Faculty Development,Teacher Improvement,Preservice Teachers,Teacher Effectiveness,Foreign Countries,Teaching Experience,Reflective Teaching,Teacher Attitudes,Context Effect,English (Second Language),Teaching Methods,Summer Programs,Second Language Instruction,Cultural Differences,Teacher Competencies,Elementary School Students,Teacher Education,Student Diversity,Consciousness Raising

Understanding the interplay among experience, beliefs, and contexts of teaching in preservice and inservice teachers' learning to teach is crucial to improving teacher quality for diverse populations. This study examined the impact of a summer camp English teaching experience in China on the ideas and practice of two White, middle-class female teacher education students with varying backgrounds and experience. Data sources included surveys, interviews, and classroom observations. The study found that when teachers approach new experiences as learners, they are more likely to adopt constructivist pedagogy. In addition, the study found that professional experience and credentials are not necessarily good indicators of how well teachers will perform with students whose cultures are different from their own. Rather, context, personal history, identity, and the disposition to view teaching and learning as reciprocal and recursive processes are interconnected factors that significantly influence teacher development. (Contains 1 table.)
Taking back the Standards: Equity-Minded Teachers' Responses to Accountability-Related Instructional Constraints
Author: Stillman, Jamy
Date: 2009-00-00
Type: Journal Articles
Subjects: Federal Legislation,Second Language Learning,Educational Change,Accountability,Case Studies,Student Diversity,Language Arts,Standards,Teaching Experience,Teacher Attitudes,English (Second Language),Spanish Speaking,Underachievement,Barriers

This article offers three case studies of teachers who have been specially prepared to serve diverse students and examines their interpretations and instantiations of No Child Left Behind (NCLB)-driven language arts reform in &quot;underperforming&quot; schools, largely composed of Spanish-speaking English Learners (ELs). Drawing on literature that focuses on unique barriers faced by equity-minded agents of change, teachers' experiences are examined through technical, political, and normative lenses. Findings outline teachers' efforts to &quot;take back the standards&quot; with a Critical Professional Practice--a stance and collection of strategies that incorporate standards-based policies with equity-oriented pedagogies. Implications for equity-minded teaching and teacher education are discussed. (Contains 1 table, 1 figure and 6 notes.)
"Where's the Line?"--Negotiating Simulated Experiences to Define Teacher Identity
Author: Dotger, Benjamin H.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Professional Personnel,Identification,Beginning Teachers,Parent Teacher Conferences,Models,Intervention,Interpersonal Communication,Interpersonal Competence,Case Method (Teaching Technique),Simulated Environment,Teacher Education,Theory Practice Relationship,Interpersonal Relationship,Personal Space,Barriers,Noninstructional Responsibility,Video Technology

Teacher professional identity is a concept defined and researched in a multitude of ways (Beijaard, Meijer, & Verloop, 2004). This manuscript approaches teacher identity formation from the foundations of situated cognition, social learning, and identity in community practice. Focusing on a unique teacher development intervention designed to simulate parent-teacher interactions, we examine emerging data on teacher professional boundaries and identity formation. Findings suggest that complex simulations and technology-enhanced video reflections provide novice teachers with opportunities to bridge traditional gaps between educational theory and classroom practice. (Contains 1 table.)
Introductory Paper on Critical Explorations in Teaching Art, Science, and Teacher Education
Author: Cavicchi, Elizabeth
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Education,Piagetian Theory,Teaching Methods,Discovery Learning,Art Education,Science Education,Educational Practices,Classroom Research,Classroom Techniques,Middle School Students,Undergraduate Students,Discussion (Teaching Technique)

The authors of the three papers in this issue discuss and analyze the practice underlying "critical exploration," a research pedagogy applied in common within their separate art, science, and teacher education classrooms. Eleanor Duckworth developed critical exploration as a method of teaching by involving students so actively and reflectively with a subject that they have "wonderful ideas" that arise from their own questioning. Teachers who encourage critical exploration support their students in encountering complex materials, experiencing confusion, considering multiple possibilities, and constructing new understandings. Teachers refrain from providing answers, or even implying that there is an acceptable answer or technique, and instead facilitate the personal process of development that Jean Piaget, Barbel Inhelder, and others documented and analyzed. Applying Piaget's findings requires teachers to sustain what David Hawkins described as "triangular relationships" of trust and respect among teacher, learners, and subject matter. The three classroom studies that follow narrate these exploratory qualities in the contexts of middle school girls learning Chinese brush painting, undergraduates investigating mirrors, and teacher education students exploring seeds, pendulums, and the moon. In teaching art and science via critical exploration, curiosity and a sense of beauty reinforce one another, and open a window into the processes of--and connections between--art and science. (Contains 2 footnotes.)
""I Wonder How This Little Seed Can Have so Much Potential"": Critical Exploration Supports Preservice Teachers' Development as Science Researchers and Teachers
Author: Hughes-McDonnell, Fiona
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Education,Methods Courses,Student Journals,Teacher Educators,Teaching Methods,Case Method (Teaching Technique),Discovery Processes,Science Programs,Preservice Teacher Education,Elementary School Curriculum,Scientific Research,Scientific Methodology

A teacher educator and student of Duckworth's critical exploration approach to teaching shares three episodes taken from science methods courses she teaches for preservice teachers in graduate and undergraduate programs in elementary education. The episodes reveal the pedagogy of critical exploration to be particularly well suited to the preparation of teachers. Classroom episodes are reconstructed using data extracted from student journals and field notes made during and following teaching. Consistent with the pedagogy, the students explore a phenomenon the teacher presents to them: the development of a seed, the swinging of an object on a length of line, the path of the moon in the sky, etc. The teacher, in turn, explores what students respond to, notice, and question; curriculum grows from these mutually reciprocal explorations. The teacher's exploration of what students are seeing, feeling, and thinking, and the connections they are making, creates an environment that supports further development in what students notice, which enriches the teacher's understanding of the phenomenon. Students' exploratory experiences with the subject matters they will teach in the public setting provide a framework for assimilating the experiences and thinking of young children. Teaching, learning, and research go hand in hand. The liberatory and transformational aspects of critical exploration for learners and teacher alike emerge. (Contains 6 figures and 2 footnotes.)
&quot;The Ancient Master Painted like Me&quot;
Author: Chiu, Son-Mey
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Painting (Visual Arts),Plants (Botany),Cultural Context,Asian Culture,Independent Study,Secondary School Students,Teaching Methods,Discovery Learning,Observation,Experience,Human Body,Cognitive Processes,Holistic Approach,Visualization,Validity,Conceptual Tempo,Interdisciplinary Approach

By following their wonderful ideas or critical exploration, three eighth graders learned how to do traditional Chinese painting, which is taught by copying old masters' work from the Ming Dynasty in the 17th century. The standard manual, which most learners have been using for these three hundred years, is the &quot;Mustard Seed Garden Manual of Chinese Painting&quot;, published in 1679. However, according to my literature review, I found out that ancient masters before the Ming Dynasty talked about a self-directed method of painting manifested in six different ways: (1) production from observation and experience, (2) production from the heart-mind, (3) production from mental-vision, (4) production with authenticity, (5) production with spontaneity, and (6) production with a multidisciplinary approach. As a student of Eleanor Duckworth, I wondered what might happen if beginning students are able to learn this age-old tradition of Chinese painting by just following their wonderful ideas like pre-Ming artists. In the class session described in this article, students explored Chinese brush strokes to paint the Chrysanthemum Painting, one of the traditional &quot;Four Gentlemen Paintings,&quot; after being introduced to water and ink in a previous session. They invented their original brush strokes and uncovered brush methods used by the eminent painter, Zhao Shaoang: strokes for the pollen grains, curls of  flower petals, and leaves of the chrysanthemum. When they viewed a chrysanthemum model from the &quot;Mustard Seed Garden of Chinese Painting&quot; after the session, they thought that their paintings surpassed it. After looking at an ancient chrysanthemum painting on her own, a student commented, &quot;The ancient master painted like me!&quot; (Contains 7 figures and 5 footnotes.)