ethanporcaro/eric-fulltext-meta huggingface dataset:
Leaving Us behind: A Political Economic Interpretation of NCLB and the Miseducation of African American Males
Author: Donnor, Jamel K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Federal Legislation,Global Approach,Educational Change,Males,African Americans,Public Schools,Teaching Methods,Educational Policy,Low Achievement,Accountability,Educational Indicators,Federal Programs,Academic Achievement,Educational Improvement,Scores,Achievement Gap,Standardized Tests

The purpose of this article is to discuss the misalignment between public school  assessment policies and teaching practices in accordance with the No Child Left  Behind Act of 2001 (NCLB), and the human capital, curricula, and soft-skill needs  of the global economy. The authors suggest that changes regarding the nature of  learning, how it is assessed, and the skills taught are critical to the educational and  social success of African American males. This article consists of four sections. The first section explains federal elementary and secondary education reform practices that have been mandated by No Child Left Behind (NCLB). For the purposes of this article, the authors focus their discussion on NCLB on how Title I schools are affected, because the majority of school age Black males attend schools with this government designation. The second section articulates the divisions of labor and soft-skills needed in the global economy. Section three highlights the divergences between NCLB, the occupational competencies for high-tier employment, and the skills determined to be important in the knowledge economy. The authors conclude the article by discussing the effects current federal educational policies will have on African American males' opportunity to participate in the post-industrial workforce. (Contains 3 notes.)
Reduction of Stigma in Schools: An Evaluation of the First Three Years
Author: Payne, Elizabethe
Date: 2010-00-00
Type: Journal Articles
Subjects: Sexual Orientation,Workshops,Homosexuality,Sexual Identity,Social Experience,Educational Environment,School Personnel,Social Bias,Peer Acceptance,Friendship,Social Status,Adolescents,Consciousness Raising,Professional Development,Program Effectiveness,Middle School Students,High School Students

High school is a profoundly social experience for students. Having friends is central to being &quot;visible&quot;--to having an identity--in school. Social positioning, friendship groups, romance dramas, and the battle to &quot;fit in&quot; gain the attention and drain the energy of students far more than do academic pursuits. Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) youths' social relations are fraught not only with the usual adolescent tensions, but also include fears of having their sexual or gender identity discovered, of losing friends, of being marginalized. For youth who are &quot;out,&quot; or who are judged by peers to fail in their performance of heterosexuality or hegemonic gender, taunting and harassment, isolation, and marginalization are daily occurrences. Students' ability to succeed in school relies not only on quality teaching and academic resources but also on a supportive school environment that fosters their growth as individuals and affirms their worth as human beings within this social setting. LGBTQ youth rarely receive such affirmation in school. Educators need to gain a clear understanding of the ways in which LGBTQ youth experience their schools, they need new ways to &quot;see&quot; both their own interactions and the student interactions going on around them, and they need tools for change. In fall 2006, the Reduction of Stigma in Schools[C] (RSIS) program began working in the Central New York area to bring increased awareness of the LGBTQ youth experience into area schools. This innovative professional development model aims to provide school personnel with information and resources that will empower them to advocate for LGBTQ students and to disrupt institutional practices that limit these youths' access to social power in the school environment. In September 2009, the program reached the &quot;1000 educators trained&quot; mark. The feedback from participating educators has been overwhelmingly positive, and the study on which this article is based explored the experiences of those who participated in the RSIS program over its first three years. The overall goal of this larger research project was to discover where the program has been successful and where changes are needed as well as to develop a deeper understanding of the meaning, in terms of their professional responsibility, that teachers make of their workshop experience. This article explores portions of the research relevant to the three workshop objectives and evaluative data offered by workshop participants on their experience. (Contains 1 note.)
Broadening Views of Social Justice and Teacher Leadership: Addressing LGB Issues in Teacher Education
Author: Larrabee, Timothy G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Teacher Education Programs,Teacher Leadership,Leadership Responsibility,Homosexuality,Teacher Role,Consciousness Raising,Educational Environment,Teacher Competencies,Social Bias,Social Attitudes,Graduate Students,Attitude Change,Teacher Educators,Sexual Orientation,Teacher Attitudes

Teachers play a critical role in improving teaching, learning, teacher-student relationships, and school climate, and teacher education programs have a responsibility to prepare teachers to work with every student in their classroom. Kosciw, Diaz, and Greytak (2008) reported that, between 2001 and 2007, although library resources on lesbian, gay, and bisexual (LGB) issues have increased, over this same time period, there has been a decrease in LGB resources in classrooms, and LGB-related issues are less likely to be included in curricula. The "2007 National School Climate Survey" documents lowered grade point averages, poor teacher-student relations, and a hostile school climate for many LGB-identified students. Yet, many new teachers remain resistant to addressing LGB issues; some hesitate out of fear or intimidation. In view of these findings, this heuristic case study asks, "What themes emerge in graduate education students' written reflections following a guest lecture on LGB-related educational issues?" In this article, the authors explain what happened during the presentation and analyze the impact of the guest lecture. Specifically, they evaluate students' reflections and draw conclusions from their analyses to heighten the potential for application to other settings. To become social justice advocates, the authors believe that teachers must actualize their leadership potential. Teacher leaders effectively working for social justice may be seen as those who keep their sense of purpose alive and who are reflective and action oriented; they know themselves and accept responsibility for student learning, and they are not silenced by those around them. To effectively serve as advocates for their students, teacher leaders must possess knowledge of the diverse needs of their students, including those who identify as LGB.
Core Values and the Identity-Supportive Classroom: Setting LGBTQ Issues within Wider Frameworks for Preservice Educators
Author: Sadowski, Michael
Date: 2010-00-00
Type: Journal Articles
Subjects: At Risk Students,Social Values,Moral Values,Homosexuality,Educational Opportunities,Student Teacher Attitudes,Social Science Research,Student Rights,Educational Environment,Social Bias,Language Usage

In this article, the author describes how he introduces a new group of teacher education students or other preservice educators to the research about lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and schooling-related issues. A list of rights serves as a backdrop for a presentation and discussion of current data about the school experiences of LGBTQ students and about the risks that these youth face both in and out of school. The author uses recent key data from two sources: (1) Gay, Lesbian and Straight Education Network (GLSEN) School Climate Survey; and (2) Massachusetts Youth Risk Behavior Survey (MYRBS). The exploration of LGBTQ issues in classrooms and schools takes place amid a larger conversation about how schools provide or fail to provide opportunities for students from various historically marginalized groups to develop positive identities as learners. (Contains 4 notes.)
Visibility Matters: Policy Work as Activism in Teacher Education
Author: Horn, Stacey S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Teacher Education Programs,Sexual Orientation,Social Change,Educational Change,Preservice Teacher Education,Teacher Education Curriculum,Curriculum Evaluation,Curriculum Research,Activism,Homosexuality,Teacher Attitudes,Research Reports,Consciousness Raising,Controversial Issues (Course Content)

In 2005, a group of faculty who work in the field of teacher education and are invested in social justice formed a group to examine how teacher preparation programs address (or often do not address) LGBTQ lives and issues. Concern about the invisibility of LGBTQ people, movements in education, and a commitment to changing the current state of affairs propelled their gathering. Their conceptual framework for this project emerged from a desire to transform the oppressive systems of normativity, particularly heteronormativity, that constrain human flourishing and self-determination. Heteronormativity, the structures &quot;that legitimize and privilege heterosexuality and heterosexual relationships as fundamental and &quot;natural&quot; within society,&quot; is pervasive in most institutions, including K-12 schools and universities. To challenge this invisibility in teacher education, the group consisting of between four and 12 members who represent 10 Illinois colleges and universities, became affiliated with the Illinois Safe Schools Alliance (the Alliance) and established the Pre-Professional Preparation Project, or P Project. They conducted an investigation from the position of a prospective student with access to the Internet, as looking at college and university websites is one of the fastest, easiest, and most increasingly popular ways to access information about these institutions and their teacher education programs. In other words, they conducted an electronic assessment (e-assessment) of all 57 Illinois teacher education programs. They then organized these data to create a snapshot of the state context for LGBTQ university students, generally, and prospective teachers, specifically. They chose to convey their findings via report cards. They called this project and their eventual report, released in 2009, &quot;Visibility Matters.&quot; Because their purpose is, at least in part, to advocate for greater LGBTQ presence and visibility, they returned to the college and university websites one year later. &quot;Visibility Matters 2010,&quot; released on May 4, 2010, recognizes those institutions that have shown improvement as well as includes their first look at social worker preparation programs in the state. This article examines the P Project which was intended to catalyze social change by highlighting institutionalized oppression associated with sexual- and gender-based differences. (Contains 5 notes.)
Getting Queer: Teacher Education, Gender Studies, and the Cross-Disciplinary Quest for Queer Pedagogies
Author: Whitlock, Reta Ugena
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Education,Autobiographies,Homosexuality,Gender Issues,Teaching Methods,Social Theories,Feminism,Social Bias,Personal Narratives,Social Attitudes

Contextualized through the lens of place, this essay explores intersections and tensions among queer theory, teacher education, and identities/identifications, which looks to the author like a particular way of looking at curriculum, pedagogy, and the self. Since the three general concepts are intertwined and irreducible, the author's particular situation allows her a queer glimpse even as she looks for &quot;queer(ness)&quot;. This article presents a snapshot, reflections of a semester in the life of a queer curriculum theorist engaged in teaching teacher education and queer courses in the same semester on a university campus in the South--not the first such configuration to be sure, but one profoundly provocative for the author as lesbian, teacher, and researcher. In this autobiographical feminist narrative research, she considers her queer academic life from the perspective of an &quot;out&quot; lesbian teacher education and queer studies teacher, a perspective that may at first glance seem oppositional. She suggests there is less opposition than opportunity for honest engagement and making meaning. The author draws from a variety of works that include Rodriguez and Pinar's (2007) &quot;Queering Straight Teachers: Discourses and Identity in Education&quot;, which contains essays about discussing queer issues in curriculum and education classrooms. Suzanne Luhman (1998) and Deborah Britzman (1998b) both take up questions of queer pedagogy, and Janet Miller's (1998) &quot;Autobiography as a Queer Curriculum Practice&quot; helps the author do the autobiographical work necessary for conducting her search, of interrogating the process. She also draws from her own work on place, particularly the American South, as contested site of social, cultural, and political contexts for curriculum and education. (Contains 3 notes.)
Collaborative Research and Teacher Education
Author: Christianakis, Mary
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Education Programs,Educational Research,Teacher Collaboration,Teacher Researchers,Teaching Methods,Educational Practices,Educational Development,Educational History,Best Practices,Theory Practice Relationship,Teamwork

In this article, the author explores how collaborative teacher research can reposition teachers to be powerful stakeholders and policymakers rather than skilled technicians and implementers. She begins with a brief review of the historical antecedents to collaborative teacher research in order to detail how teachers and their allies have fought off marginalization and misrepresentation of teachers in educational research. Then, she highlights selected collaborative approaches, both in pre-service and in-service teacher education, to illustrate how collaboration helps transform practice and research, as well as how it bridges epistemic divides between academics and practitioners. In so doing, she suggests how teacher education programs might retool and reconceptualize their work to include research relationships with teachers and teacher education that involves teacher inquiry. Ultimately, she makes the case for collaborative research practices in educational scholarship that are democratic and inclusive, and warns against practices that may involve teachers, but nonetheless reiterate past knowledge hierarchies that subordinate and co-opt them. Understanding the strengths and limitations of collaborative teacher research practices is of the utmost importance at a time when, teachers are continuing to lose control over their work, and Arne Duncan has called for scholars at universities and colleges to give up their ivory towers and get more involved with underperforming public schools.
Increasing Teachers' Metacognition Develops Students' Higher Learning during Content Area Literacy Instruction: Findings from the Read-Write Cycle Project
Author: Curwen, Margaret Sauceda
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Strategies,Content Area Reading,Metacognition,Literacy,Reading Skills,Reading Instruction,Longitudinal Studies,Elementary School Students,Instructional Effectiveness,Knowledge Level,Faculty Development,Elementary School Teachers,Reflection,Constructivism (Learning),Comprehension,Teacher Role

Success in the 21st century, for individuals and societies, requires competence in comprehending and communicating in the academic disciplines--the natural sciences, history, geography, and more. The Read-Write Cycle (RWC) Project, a three year longitudinal research study conducted from 2005-2008 in ten public elementary schools in southern California, explored the effectiveness of curriculum and instructional strategies that integrate literacy with disciplinary knowledge with the simultaneous goals of: (1) enhancing students' literacy outcomes; and (2) broadening and deepening knowledge of the content area. Funded by the U.S. Institute of Education Sciences, the RWC Project concentrated over years one and two on 1,024 students in grades three through six and the ongoing professional development of 18 classroom teachers. This documentary account focuses on one aspect of the larger project, specifically the RWC Project's effect on teachers' metacognition about their own practice leading to upper elementary grade students' higher learning by developing students': (1) metacognition and reflection; (2) exploration and depth in content domains; and (3) integration of literacy in content areas. (Contains 1 figure.)
Included Students with Autism and Access to General Curriculum: What Is Being Provided?
Author: Moores-Abdool, Whitney
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Strategies,Inclusive Schools,General Education,Federal Legislation,Autism,Disabilities,Public Education,Mainstreaming,Equal Education,Educational Legislation,Standardized Tests,Regular and Special Education Relationship,Special Education,Curriculum Development,Literature Reviews

Public education has worked to address the needs of all students with disabilities, although it has been a gradual process. The most pivotal change in public education for students with disabilities in general education classrooms dates to the implementation of the federal law, Education for All Handicapped Children Act of 1975, which is now known as the Individuals with Disabilities Education Act (IDEA). The law itself has undergone several revisions over the years from 1975 to 2004, including but not limited to: (1) disability category changes; (2) age group modifications; (3) a name change; and (4) expansion of services. One of the most significant revisions of IDEA pertinent to autism was in 1990 when it was added as a disability category, having not been included in the law previously. While IDEA has been a driving force for change in the education of students with disabilities, another federal law, The No Child Left Behind Act (NCLB) has also contributed to educational changes for students with disabilities. NCLB has stressed not only access to the general curriculum, but also access to all state mandated tests for students identified for special education. NCLB requires state mandated assessment in the major subjects of math, reading, writing, and science. As a result of the combined requirements of IDEA and NCLB, general education teachers are required to adapt their instructional strategies in the general education classroom to accommodate students with disabilities. Research studies that examine how general education teachers adapt their instructional strategies to accommodate students with disabilities are few; and fewer still are studies focused on general education teachers' use of instructional strategies for students with autism. Given the scarcity of studies examining access to the general curriculum for students with autism, this literature review looks at the following: (1) a description of the landscape of curriculum modifications and instructional accommodations for students with autism; (2) a review of research conducted on the meaning and degree of access to the general curriculum for students with disabilities, since there were none specifically for students with autism; and (3) specific studies on the inclusion of students with autism.
Iraqi Refugee Students: From a Collection of Aliens to a Community of Learners--The Role of Cultural Factors in the Acquisition of Literacy by Iraqi Refugee Students with Interrupted Formal Education
Author: Nykiel-Herbert, Barbara
Date: 2010-00-00
Type: Journal Articles
Subjects: Intervention,Academic Failure,Second Language Learning,Foreign Countries,Illiteracy,Cultural Influences,Refugees,English (Second Language),Teaching Methods,Role,Culturally Relevant Education,At Risk Students,Literacy Education,Story Telling,Classroom Environment,Gender Differences,Cultural Differences,Oral Tradition

To learn productively and experience academic success, students need access to curricula and instructional approaches that are &quot;culturally relevant&quot; and &quot;culturally responsive&quot;. Culturally relevant/responsive pedagogy uses &quot;cultural referents to impart knowledge, skills, and attitudes&quot; and thus &quot;empowers students intellectually, socially, emotionally, and politically.&quot; This article examines the impact of culturally-relevant instruction on the academic performance of English language learners (ELLs) with interrupted education. The data collected in a 10-month long intervention program for non-literate refugee students from Iraq confirm that immersion in a learning environment congruent with the home culture can significantly improve the students' learning outcomes. Although content learning was also positively affected, this article focuses on the students' acquisition of literacy, since it was their lack of English literacy skills that identified them as at-risk for academic failure.
Classical Social Justice: A Philosophical Exploration of the Roots of Social and Economic Inequities
Author: Lucey, Thomas A.
Date: 2010-00-00
Type: Information Analyses
Subjects: Social Justice,History,Philosophy,Decision Making,Socioeconomic Status,Classical Literature,Values,Social Differences,Multicultural Education,Rural Urban Differences,Standards,Educational Policy,Equal Education,Biblical Literature,Educational Philosophy

For a socially just community to occur, decision-making must employ respectful procedures that value input from representatives of all economic contexts. By considering philosophical roots of Western societal development, it is possible to gain insight into the systemic processes underlying these circumstances. By understanding these bases, multicultural theorists and researchers may better explore the foundational theories for the societal values and challenge conventional interpretations. In this article, the authors review the origins of modern socioeconomic theories by summarizing the ideas of the classical ancient Greek philosophers, focusing on Aristotle and Xenophon. Afterward, they contrast these views with those of the prominent lower economic class figure, Jesus of Nazareth. Finally, they relate their analysis of these historical philosophies to postmodern education and offer direction for practice.