ethanporcaro/eric-fulltext-meta huggingface dataset:
Bringing Public Engagement into an Academic Plan and Its Assessment Metrics
Author: Britner, Preston A.
Date: 2012-10-00
Type: Journal Articles
Subjects: Research Universities,School Community Relationship,Outcome Measures,Leadership Role,Institutional Mission,Citizen Participation,Institutional Cooperation,Departments,College Administration,Cooperation,Change Strategies,Administrative Organization,Partnerships in Education,Scholarship,Writing for Publication,Grants,Strategic Planning,Institutional Research,Self Evaluation (Groups),College Students,Volunteers,Service Learning,Attitude Change,World Views,Student Development,Reflection

This article describes how public engagement was incorporated into a research university's current Academic Plan, how the public engagement metrics were selected and adopted, and how those processes led to subsequent strategic planning.  Some recognition of the importance of civic engagement has followed, although there are many areas in which further research and support are needed. These experiences are shared in the interest of generating ideas about the roles of leadership, planning, data, and recognition in promoting and strengthening a university's commitment to civic engagement. (Contains 2 tables and 1 endnote.)
The Talloires Network: A Global Coalition of Engaged Universities
Author: Hollister, Robert M.
Date: 2012-10-00
Type: Journal Articles
Subjects: Higher Education,Global Approach,Social Responsibility,Citizen Participation,Universities,Partnerships in Education,Community Involvement

This article describes and analyzes the origins, work to date, and future of the Talloires Network, an international association of institutions committed to strengthening the civic roles and social responsibilities of higher education. Included are reflections on the network's strategies for advancing civic engagement in higher education globally, with particular attention to both the successes and the limitations of these strategies. The experience of the network to date may help to illuminate opportunities and challenges with respect to international dimensions of university civic engagement.
Best Practices for Promoting Student Civic Engagement: Lessons from the Citizen Scholars Program at the University of Massachusetts Amherst
Author: Reiff, John D.
Date: 2012-10-00
Type: Journal Articles
Subjects: Citizen Participation,Service Learning,Leadership Training,Theory Practice Relationship,Best Practices,Community Development,Social Justice,Advocacy,Integrated Curriculum,Teacher Student Relationship,Leadership,Program Evaluation,Transformative Learning,Outcomes of Education,Summative Evaluation,Interviews

This article introduces the Citizen Scholars Program, a 2-year service-learning and leadership development program that integrates theory and practice to help students develop the knowledge, skills, and vision the authors believe they need in order to build community, be effective citizens, and advocate for social justice. The authors present 16 learning objectives, five methods used to assess the program, 17 program best practices, and four program challenges.
Developing and Evaluating a Student Scholars Program to Engage Students with the University's Public Service and Outreach Mission
Author: Matthews, Paul H.
Date: 2012-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Research Universities,Land Grant Universities,Public Colleges,Public Service,Institutional Mission,Mixed Methods Research,Student College Relationship,Program Development,Program Evaluation,Scholarship,Citizenship Education,Service Learning,Citizen Participation,Student Development

A &quot;student scholars&quot; program was developed to engage undergraduates at a large, public, land-grant research university with its public service and outreach mission, through cohort meetings, supervised internships, and site visits. Qualitative and pre-/post-participation quantitative data from the first cohort of 10 students show that participants gained deeper understanding of the university's public service and outreach mission, purpose, and activities, and developed skills appropriate to engaging in this work themselves. Such a program holds promise for creating a core of informed student advocates for the university's public service and outreach mission and engagement work as well as improving these students' own competencies and motivations for incorporating public service and outreach into their academic and professional careers. (Contains 5 tables.)
From Student Teaching Abroad to Teaching in the U.S. Classroom: Effects of Global Experiences on Local Instructional Practice
Author: DeVillar, Robert A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Teaching,Foreign Countries,Student Teachers,Student Diversity,Study Abroad,Teaching Experience,Teacher Education Programs,Cultural Awareness,Curriculum,Teacher Attitudes

The general premise of the student teaching abroad experience being that it will provide future teachers with experiences that will enable them to interact effectively and productively with the increasingly diverse student population that comprises U.S. schools (Martines, 2005). It is understood that teacher preparation programs must provide effective platforms and settings for pre-service teachers to develop, express, and refine the knowledge, skills, and dispositions that will, collectively, establish their foundational competence as culturally responsive teachers. Toward this end, the student teaching abroad experience is projected to provide a substantive platform and setting for student teachers to engage in a multifaceted, culturally distinct experience outside the United States to develop, and even transform, their professional and personal perspectives, and related knowledge and skill bases. The authors have previously addressed the effects of student teaching abroad experiences. The purpose of the current stage of their ongoing research was to determine the influence of former student teachers' student teaching abroad experiences along three dimensions of their teaching practice within U.S. classroom settings: (a) instructional practice, (b) cultural responsiveness toward diverse student populations, and (c) curricular approach. The research was an extension of the researchers' three previous years of on-site and electronically-based investigations regarding the instructional, cultural, and professional development of student teachers in Belize, China, and Mexico (Jiang &amp; DeVillar, 2011).
Reflections on Student Interns' Cultural Awareness Developed through a Short-Term International Internship
Author: Batey, Jacqueline J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Transformative Learning,Teaching Experience,Cultural Awareness,Universities,Study Abroad,Foreign Students,Student Attitudes,Student Development,Guidelines,Discourse Analysis,Reflection,Internship Programs,Student Teaching,Resilience (Psychology),Measures (Individuals)

The study-abroad internship option for students is one example of a transformational learning opportunity (TLO) that is becoming increasingly popular in programs offered by colleges and universities in the United States (Alfaro, 2008; Cushner & Mahon, 2002). These TLOs often have the potential to broaden, enrich, or augment student learning and personal development. International study abroad opportunities are recognized in the literature as having the power to provide significant positive benefits by impacting a student's personal growth and maturity and further increase appreciation for diversity and language differences (Pence & Macgillivray, 2008; Toncar & Cudmore, 2000). Chieffo and Griffiths (2004) report that there has been an increase in short-term study abroad programs (less than eight weeks) in American universities. While there has been debate in the literature about the overall long-term merits of short-term study abroad programs (Arenson, 2003; Freinberg, 2004; Zamastil-Vondrova, 2005), universities are encouraging students to participate in them. The purpose of the present study was to explore the participants' response to the study abroad experience to determine whether they identified connections to surface and deep cultural issues of the host country and its people. The authors continue to be interested in the transformative nature of this short-term international student teaching experience and have provided an organizational framework in which to analyze representative reflective statements made by students as evidence of their insights and perceived personal and professional growth. (Contains 4 tables.)
Motivation and Commitment: Pre-Service Teachers from Hong Kong and Mainland China at a Training Institute in Hong Kong
Author: Gu, Mingyue
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Motivation,English (Second Language),Foreign Countries,Comparative Analysis,Student Teachers,Student Teacher Attitudes,Teacher Education,Politics of Education,Social Environment,Longitudinal Studies,Cultural Context,Second Language Instruction,Language Teachers

Research indicates that historical and social backgrounds influence individuals' motivation to teach and their commitment to teaching (Gordon, 2000; Su, Hawkins, Huang &amp; Zhao, 2001). This article reports on a comparative study exploring the motivation to teach and the commitment to teaching among non-local prospective student teachers from mainland China and their Hong Kong local counterparts. This study was based on the accounts of prospective student teachers after their first semester of study at a teacher training institute, at which time they had not yet had the chance to observe or experience teaching in actual Hong Kong schools. Their motivation to teach might well change as they gain more and better understanding of the sociopolitical contexts of Hong Kong education and the institutional culture of Hong Kong schools. Thus, a longitudinal study following prospective student teachers over time to investigate fluctuations in their motivation to teach might provide insights into the interaction between their assessment and re-assessment of socio-cultural contexts, their evolving teaching identity and their motivation to teach. (Contains 1 table and 1 note.)
Where Do We Go from Here? Making Sense of Prospective Social Studies Teachers' Memories, Conceptions, and Visions of Social Studies Teaching and Learning
Author: Hawley, Todd S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teacher Education,Social Studies,Teacher Educators,Methods Courses,Preservice Teachers,Student Attitudes,Teaching Methods

Like most teacher educators, the authors are aware that prospective teachers enter programs with many experiences in schools, and social studies classrooms in particular, that influence their beliefs about schooling, what it means to teach, their subject, and students. These experiences and beliefs inform how they then experience their program and, possibly, how they will teach. Those in social studies have documented very little about exactly where their students are in their thinking when they begin their social studies education methods courses. However, more research on the inner workings of social studies teacher education is needed. In the past, many have seen the apprenticeship of observation as a barrier to transformation in teacher education. Rather than viewing their prospective teachers' experiences as barriers, or as deficits to be overcome, the authors choose to embrace Segall's (2002) understanding that "it is not "whether" or not teacher education changes prospective views about teaching and learning, but rather, how and in what ways it does so" (p. 168). The larger study from which this piece arose was designed to look at these subtle changes teachers make in their program. In this article, the authors report on their examination of their memories and visions of social studies education as a way to see what they bring from their apprenticeships of observations. (Contains 2 tables and 2 notes.)
Possibilities for Achieving Social Justice Ends through Standardized Means
Author: Bieler, Deborah
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Social Justice,Teaching (Occupation),Standards,Methods Courses,Secondary Education,English,Language Arts,Cultural Awareness,Instructional Design,Student Teachers

In 2006, the National Council for Accreditation of Teacher Education (NCATE) made a controversial decision to remove the term "social justice" from its list of desirable teacher dispositions. Arthur Wise, NCATE president at the time, conceded that the term was "susceptible to a variety of definitions" (Johnson & Johnson, 2007) and argued that key NCATE standards in fact embrace the spirit of "social justice," for example, by requiring teacher candidates to "teach consistently with the ideals of fairness and the belief that all children can learn" (Wise, 2007). Given varying beliefs about what constitutes fairness and how these beliefs might translate into practice, debate concerning use of the term "social justice" in teachers' professional standards has continued, highlighting the need for equity with regard to schools, the relationship between teachers' justice orientations and their content skills/knowledge, and the learning outcomes and environments that can be causally attributed to justice-oriented pedagogies. Now that NCATE and the Teacher Education Accreditation Council (TEAC) have, as of October, 2010, merged to become the Council for the Accreditation of Educator Preparation (CAEP), a major revision of professional standards for teacher candidates is once more underway, and decisions concerning the inclusion of the term "social justice" are again at hand. In this article, the author seeks to contribute to this conversation by sharing results of research that teases apart one of the many aspects of teacher candidates' professional practice in which "social justice" would likely be manifested: lesson planning. Specifically, she sought to identify the specific knowledge and skills that teacher candidates need in order to create community-based, justice-oriented lesson plans, which many scholars consider to be a critical feature of modern American social justice education. This article, which draws on a study of three years of secondary English student teachers' community-based lesson plan projects, addresses the tension between the standards movement and social justice goals in teacher education. It highlights both the possibilities of working within given standards as well as the promise of advocating for future standards that would explicitly require teacher candidates to identify and embrace local perspectives in order to promote equity in and through their instructional planning. (Contains 3 tables, 1 figure and 2 notes.)
Predictions and Performance on the PACT Teaching Event: Case Studies of High and Low Performers
Author: Sandholtz, Judith Haymore
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Performance Tests,Performance Based Assessment,Teacher Improvement,Supervisors,Followup Studies,Teacher Evaluation,Teacher Competencies

In an earlier study, the author and her colleague explored the extent to which supervisors' perspectives about candidates' performance corresponded with outcomes from a summative performance assessment (Sandholtz &amp; Shea, 2012). They specifically examined the relationship between university supervisors' predictions and candidates' performance on the Performance Assessment for California Teachers (PACT) teaching event. They found that university supervisors' predictions of their candidates' performance did not closely match the PACT scores and that inaccurate predictions were split between over- and under-predictions. In addition, supervisors did not provide more accurate predictions for high and low performers than other candidates. Common wisdom suggests that university supervisors, who observe and evaluate candidates in the classroom, would be well-positioned to predict which pre-service teachers would perform particularly well or poorly on a teaching performance assessment. Yet, for the majority of the high and low performers, a group of 43 out of 337 candidates, their supervisors did not identify them as the exceptional candidates who would either excel or fail. For only two of 22 high performers did supervisors similarly predict high performance, and for only four of 21 low performers did supervisors predict low performance. In this follow-up study, the author examines the high performers and the low performers with the greatest differences between their supervisor's predictions and their PACT scores. The aim in this study is to begin to understand how and why these differences occurred and to consider implications for assessments of pre-service candidates. (Contains 3 tables.)
Designs for Simultaneous Renewal in University-Public School Partnerships: Hitting the &quot;Sweet Spot&quot;
Author: Bier, Marisa L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Public Schools,College School Cooperation,Partnerships in Education,Teacher Education Programs,Accountability,Federal Legislation,Educational Resources,Time Management,Cost Effectiveness,Elementary School Mathematics,Grade 1,Educational Assessment,Student Evaluation,Cognitive Processes,Decision Making,Teaching Skills,Group Discussion,Secondary School Mathematics,Urban Schools,Preservice Teachers,Observation,Classroom Environment

The promise of university-public school partnerships as contexts for mutually beneficial learning, or &quot;simultaneous renewal,&quot; has been well established (Goodlad, 1994, 1999). However, difficulties in creating and sustaining these kinds of collaborative contexts for teacher education are also well known, including practical challenges such as time and distance, as well as the nuanced and layered tensions between institutional missions, cultures, and practices (Mantle-Bromley, 2002; Teitel, 1997). Contemporary efforts to create and sustain university-public school partnerships are further complicated by dramatically increased accountability pressures arising from No Child Left Behind (NCLB). Discretionary time for public educators is a scarce and dwindling resource. As high stakes testing and related accountability pressures increase on institutions of higher education, chronic shortages of resources to support collaborative work with public school partners are a widely acknowledged fact of life in partnership work. In the context of these kinds of institutional pressures it is clear that collaborative partnership work must be carefully designed to yield visible and valued benefits for both university and public school-based educators (Yendol-Hoppey, League, Gregory, Ohlson, &amp; Jackson, 2006). In this article, the authors describe a design strategy aimed at creating shared opportunities for teacher learning and development, including the learning of university faculty, that may be embedded in practical activities related to the analysis of P-12 student work. The authors offer three illustrations of how they have used this strategy to design shared contexts for learning that are relevant to the (differing) needs of teacher candidates, public school colleagues and university faculty. (Contains 1 table and 1 figure.)
Selecting Inclusive Teacher Candidates: Validity and Reliability Issues in Admission Policy and Practice
Author: DeLuca, Christopher
Date: 2012-00-00
Type: Journal Articles
Subjects: College Admission,Admission Criteria,Teacher Education Programs,Reliability,Validity,Personality,Inclusion,College Applicants,Interviews,Teacher Educators,Administrators,Foreign Countries

To date, research on admission processes has largely focused on either selection trends or on determining the predictive and concurrent validity of admission indicators. Unfortunately, comparatively little research has examined the subjective processes used in the selection of personal dispositions related to inclusivity and the impact of these processes on the validity and reliability of admission decisions. As contemporary validity relies on multiple perspectives to generate situated judgments about the accuracy and appropriateness of admission decisions, examining the subjective and interpretive processes in selection is a necessary component to understanding the general validity of teacher education admission policy and practice. Accordingly, this study examined issues in the assessment of prerequisite personal dispositions to contribute to understandings of the validity of teacher candidate selection decisions. Specifically, the purpose of this research was to examine how indicators of applicants' propensity for inclusive teaching were considered and integrated into admission and selection decisions for entry into one teacher education program. The following research questions guided data collection: (1) What provisions support the selection of inclusive teacher candidates into the teacher education program?; and (2) How do selection committee members and senior program administrators interpret and integrate applicant information to render a judgment on applicants' propensity for inclusive teaching? A qualitative research design involving in-depth interviews with selection committee members and senior program administrators was used to respond to these research questions. The findings from this research point to issues and challenges in promoting inclusivity in teaching and teacher education through current admission policy and practice. (Contains 1 table.)
Finding the &quot;Royal Road&quot; to Learning to Teach: Listening to Novice Teacher Voices in Order to Improve the Effectiveness of Teacher Education
Author: Snyder, Catherine
Date: 2012-00-00
Type: Journal Articles
Subjects: Adult Learning,Teacher Education,Beginning Teachers,Secondary School Teachers,Instructional Effectiveness,Transformative Learning,Learning Theories,Teacher Education Programs,Masters Programs,Case Studies,Females,Graduate Students,Spiral Curriculum,Experiential Learning,Collegiality,Reflection

Adults learn differently than children or adolescents (Brookfield, 1986; Dewey, 1938; Kegan, 1994; Kolb, 1984; Mezirow, 2000). A thorough understanding of how adults learn is imperative to the successful education of adults. It is only by understanding the unique ways in which adults learn that the academy can create environments where adults learn and thrive. One area of adult education which has been inundated with criticism is teacher education. It is in this field that the author chose to investigate adult learning in order to identify what is important to adult learners in their journey toward becoming successful teachers. The study results identify elements of learning of central importance to adults striving to be highly effective classroom teachers. These elements, if applied to teacher education, have the potential to improve how future teachers are taught. This study specifically targets the adult participants' transformations from a teacher education program into careers as secondary teachers. The purpose is to determine what adults identify as relevant to learning so that it can be used to improve the effectiveness of teacher education. (Contains 1 table and 3 figures.)