ethanporcaro/eric-fulltext-meta huggingface dataset:
Keeping the Teacher at Arm&apos;s Length: Student Resistance in Writing Conferences in Two High School Classrooms
Author: Consalvo, Annamary
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing Instruction,Conferences (Gatherings),Case Studies,Discourse Analysis,Teaching Methods,Interviews,English Instruction,High School Students,Resistance (Psychology),Qualitative Research

The purpose of this paper is to explore a subset of findings taken from yearlong qualitative study of writing conferences in two diversely populated, urban high school classrooms. Drawing on multiple data sources, we used case study and discourse analytic methods to follow two focal students across the year in order to examine instructional and relational features of the teachers' writing conferences. One salient theme in the writing conference data was subtle student resistance to well-meaning teacher moves. Analysis generated a five-level continuum of resistance behaviors ranging from ignoring or hiding to changing the subject to lying. In this paper, we (1) examine ways that the students sometimes resisted teacher attempts to connect with them, and (2) portray teacher attempts to sensitively navigate the learning needs of those students while continuing to work on building trust-based relationships in their classrooms.
Process-Product Research: A Cornerstone in Educational Effectiveness Research
Author: Creemers, Bert
Date: 2015-00-00
Type: Journal Articles
Subjects: Models,Effective Schools Research,Educational Quality,Teacher Behavior,Teacher Effectiveness,Teaching Methods,Academic Achievement,Outcomes of Education,Learner Engagement,Classroom Techniques,Correlation

This article links the contribution of process-product studies in developing the theoretical framework of educational effectiveness by pointing out the importance of teacher behavior in the classroom. The role that Jere Brophy played in this evolving research is described within the various phases of teacher effectiveness research. Process-product studies revealed the importance of moving from investigating the personal characteristics of teachers to identifying characteristics of effective teaching practices. Research on factors other than the teacher behavior, conducted during the last three decades, have not generated empirical support to show that these factors have direct effect on student achievement and only few of them reveal indirect effects through influencing teacher behavior in the classroom. It is also argued that current models of educational effectiveness research drawn from Brophy's research further the development of constructs generated through process and product studies. We additionally refer to the dynamic model of educational effectiveness and show how the original ideas in the process-product studies were taken into account in describing and analysing the dynamic nature of effectiveness and expand them further by introducing a multidimensional approach to measure the impact of these factors and grouping of factors on student learning outcomes.
Jere Brophy: An Appreciation
Author: Rosenshine, Barak
Date: 2015-00-00
Type: Journal Articles
Subjects: Change Agents,Educational Researchers,Educational Research,Lesson Observation Criteria,Correlation,Meta Analysis,Literature Reviews,Student Characteristics,Profiles,Recognition (Achievement),Experimental Programs

The first generations of researchers on classroom instruction were the pioneers who developed the term, categories, and concepts that were used to view and code what was happening during classroom lessons. The five pioneers in this first wave were Ned Flanders, Arno Bellack, B.O. Smith, Don Medley, and Harold Mitzel. Each of these pioneers used different sources and developed different terms and categories to code classroom events. As a result of the conceptual work of these pioneers and the increasing number of studies correlating classroom events with student achievement, researchers began to develop their own category systems and some of them conducted their own correlational studies. Jere Brophy was the most productive scholar in this second generation of researchers on teaching. This article will describe four of Brophy's major contributions: (1) The Brophy-Good Dyadic Observation Instrument (BGDOI); (2) Correlational and experimental studies; (3) Reviews of research; and (4) Students.
School Effects as an Example of the Breadth of Jere Brophy&apos;s Scholarly Impact
Author: Stringfield, Sam
Date: 2015-00-00
Type: Journal Articles
Subjects: Scholarship,School Effectiveness,Educational Improvement,Change Agents,Educational Research,Credibility,Research Needs,Productivity,Recognition (Achievement),Profiles,Mentors

Several methods exist for assessing a person's scholarly and practical contributions. In the case of Jere Brophy, quantitative methods can begin to tell his remarkable story. Brophy authored or co-authored over 300 articles, monographs and books. His research has been cited over 36,000 times. Over 60 of his publications have been cited at least 100 times, and 200 have been cited at least 10 times each (Google Scholar, March, 2015). This places Brophy's scholarly contributions easily in the top one percent of our field. Taking nothing away from Brophy's impact in the areas of student motivation (Brophy, 1999, 2010) and research on social studies (e.g., Brophy, Alleman, &amp; Halvorsen, 2012), Brophy's largest scholarly influences were in the area of teacher behavior and related effects (e.g., Brophy 1973, 1979; Brophy &amp; Good, 1986). Each of these is an example of an area in which Brophy directly engaged in research; however, his influence went substantially beyond the direct impact. In this article, the author highlights Brophy's contributions to one area in which he had impact far beyond his own scholarly contributions. While this article focuses on the area of school effects and improvement, its purpose is to provide one detailed example of the wider range of Brophy's impact.
In the Zone: Vygotskian-Inspired Pedagogy for Sustainability
Author: Armstrong, Cosette
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Sociocultural Patterns,Sustainability,Social Sciences,Case Studies,Qualitative Research,Educational Experience,Learner Engagement,Learning Theories,Student Attitudes,Focus Groups,Undergraduate Students,Marketing,Clothing,Textiles Instruction,Design,College Seniors

In this study, Lev Vygotsky's (1978) Zone of Proximal Development (ZPD) provides inspiration for a teaching approach for sustainability in a social science discipline, where students often lack or have widely varied levels of foundational understanding. This qualitative case study describes intellectual processes and aspects of the educational experience of student participants experiencing such an approach. This study suggests that this approach is useful for filling gaps in understanding about this inherently complex concept while maintaining student engagement, useful in disciplines where the integration of sustainability is slow or in transition.
Jere Brophy: The Texas Years
Author: Hall, Gene E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Research,Recognition (Achievement),Instruction,Learning,Models,Role Models,Change Agents

Based on his career-long experiences with Jere Brophy, Gene Hall uses this article to not only point out Brophy's pioneering contributions to research on teaching and learning, but also offers a few personal reflections about what it was like to work with Jere. In addition, Hall shares a story about how Brophy's works had a direct impact on Hall's opportunity to conduct some of the early research and initial verification of the Diagnostic Dimensions of the Concerns Based Adoption Model (CBAM) (Hall, Wallace &amp; Dossett, 1973; Hall &amp; Hord, 2015).
Using Stems and Supported Inquiry to Help an Elementary Teacher Move toward Dialogic Reading Instruction
Author: McElhone, Dot
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Reading Instruction,Classroom Communication,Resistance to Change,Grade 5,Educational Practices,Discourse Analysis,Discussion (Teaching Technique),Qualitative Research,Beliefs,Inquiry,Faculty Development,Educational Change,Semi Structured Interviews,Teaching Methods,Observation

Classroom talk patterns are notoriously resistant to change. This article examines changes in one fifth-grade teacher's discourse practices and beliefs as she and the author engaged in inquiry-driven professional development. Discourse analysis of class discussions and qualitative analysis of transcripts of professional development sessions indicated that the teacher made three important shifts: opening the floor for student talk; offering responses that were more contingent on student contributions; and moving toward yielding interpretive authority over discussions. Supported, teacher-driven inquiry combined with introduction of semi-scripted sentence stems selected to address a teacher-identified concern helped the teacher move toward more fluid, unscripted, effective discussions.
Race and Research Methods Anxiety in an Undergraduate Sample: The Potential Effects of Self-Perception
Author: Eckberg, Deborah A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Race,Predictor Variables,Research Methodology,Anxiety,Academic Achievement,Racial Differences,Student Surveys,Likert Scales,Correlation,Multivariate Analysis,Least Squares Statistics,Regression (Statistics),Gender Differences,Methods Courses

This study explores race as a potential predictor of research methods anxiety among a sample of undergraduates. While differences in academic achievement based on race and ethnicity have been well documented, few studies have examined racial differences in anxiety with regard to specific subject matter in undergraduate curricula. This exploratory study analyzes racial differences in research methods anxiety, and explores possible reasons for this disparity. The author also addresses the implications of the findings for classroom interaction techniques that minimize anxiety for all students, but particularly for students of color.
Teachers&apos; Beliefs and Behaviors: What Really Matters?
Author: Muijs, Daniel
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Behavior,Teacher Attitudes,Beliefs,Self Efficacy,Pedagogical Content Knowledge,Mathematics Achievement,Elementary School Teachers,Elementary School Students,Observation,Questionnaires,Structural Equation Models,Hypothesis Testing,Teacher Influence,Teaching Methods,Classroom Techniques,Classroom Environment,Teacher Characteristics,Student Characteristics,Correlation

In this study, we looked at the relationship between teacher behaviors, teacher beliefs, teacher self-efficacy, and teacher subject knowledge with student achievement in mathematics. Data was collected from 103 primary school teachers and 2,148 students in the UK using achievement tests, classroom observation, and questionnaires. Structural equation modeling was used to test the hypothesis that all these factors would have a direct or indirect effect, with the factors most proximal to student achievement (teacher behaviors) having the strongest direct effect while more distal factors (e.g., teacher beliefs) influencing student achievement indirectly. This hypothesis was not rejected by the data.
How Time Is Spent in Elementary Classrooms
Author: Rosenshine, Barak V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary Schools,Elementary School Students,Grade 2,Grade 5,Learner Engagement,Time Management,Time Factors (Learning),Scheduling,Learning Activities,Reading Instruction,Mathematics Instruction,Student Behavior,Language Arts

The Beginning Teacher Evaluation Study (BTES) provides valuable information on how time is spent in elementary classrooms. Some of the major topics are: the average minutes per day which students spend engaged in reading and math activities, student engagement rates in different settings (that is, teacher-led settings versus seatwork) and suggestions on how student engagement rates might be raised. At the same time, BTES and similar studies also help explain the limitations of increasing engaged minutes in classrooms. The Beginning Teacher Evaluation Study was limited to the investigation of instruction in reading, language arts, and mathematics in second and fifth grades. The students were within the average range--from the 25th to the 65th percentile on the pretests--brighter and very slow students were not included in this study. This article presents a summary of the major BTES findings on student engagement and a discussion of the implications.
Closing down the Conversation: Discouraging Student Talk on Unfamilar Science Content
Author: Carlsen, William
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Teachers,Biology,Sociolinguistics,Classroom Communication,Language Usage,Pedagogical Content Knowledge,Familiarity,Course Content,Curriculum Development,Planning,Statistical Analysis,Speech Communication,Ecology,Lecture Method,Urban Schools,Secondary School Science,High Schools

This paper describes strategies used by novice biology teachers to exert sociolinguistic control over conversations when teaching unfamiliar subject-matter content. These discourse control strategies were identified in a year-long study of teacher subject-matter knowledge and its effects on teaching, and are illustrated in three lessons taught by one of the teachers in the study, two on unfamiliar content and one on familiar content. The findings corroborate two parallel analyses of teaching that focused on curricular planning and statistical study of teachers' utterance-by- utterance speech.
Teaching Behaviors, Academic Learning Time, and Student Achievement: An Overview
Author: Fisher, Charles
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Elementary School Students,Grade 2,Grade 5,Ethnography,Recall (Psychology),Interviews,Student Attitudes,Teacher Attitudes,Observation,Models,Reading Skills,Mathematics Skills,Reading Instruction,Mathematics Instruction,Time Factors (Learning),Elementary School Teachers,Time Management

The purpose of the Beginning Teacher Evaluation Study (BTES) was to identify teaching activities and classroom conditions that foster student learning in elementary schools. The study focused on instruction in reading and mathematics at grades two and five. During the multi-year series of substudies comprising BTES, a variety of issues were addressed, and data from several samples of teachers and students were collected and analyzed. Depending on the question being asked, various data collection techniques were used, including: ethnography, stimulated recall, interviews, teacher and student self-report, objective observation, and testing. As the study progressed, a model of classroom instruction and student learning evolved and provided the conceptual framework that guided the final empirical stage of the study. The development of the model is in itself one of the more important outcomes of the study. The discussion presented in this article will present: (1) a brief description of the model as it applies to the acquisition of reading and mathematics skills in elementary schools; (2) an overview of the methods used in the final field study; (3) the major findings of the study; and (4) some implications of the study for the practice of teaching.
Culturally Competent Leadership through Empowering Relationships: A Case Study of Two Assistant Principals
Author: Clayton, Jennifer K.
Date: 2015-11-00
Type: Journal Articles
Subjects: Cultural Awareness,Case Studies,Guidelines,Assistant Principals,Cultural Background,Instructional Leadership,Cultural Differences,Administrator Qualifications,Elementary Schools,High Schools,Academic Achievement,School Administration,Mentors,Administrator Attitudes,Poverty,Empowerment,Socialization,African American Students,Teacher Student Relationship,Secondary Schools

The student population in the United States is growing in diversity (Frankenburg &amp; Lee, 2002; Orfield &amp; Lee, 2004; Tefara, Frankenberg, Siegel-Hawley, &amp; Chirichigno, 2011), challenging school leaders to develop or fine-tune their cultural competence in order to meet the needs of the changing student population (Bustamante, Nelson, &amp; Onwuegbuzie, 2009). As a result, expanding knowledge of cultural competence is necessary for school leaders as a way to meet state and federal requirements for student subgroups and to meet new credentialing standards for school leaders (ISLLC 2015 Standards Draft Version; Oregon Department of Education Summit on Cultural Competence, 2004; VA Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, 2011). This is especially important for assistant principals who must navigate the new terrain of school leadership while working to understand students who may not come from the same cultural background (Madhlango &amp; Gordon, 2012). Through a descriptive case study (Merriam, 1998), this project examines the experiences of two assistant principals, one from an elementary school and one from a high school, who worked as part of a leadership team that increased academic achievement in their diverse schools. The study addresses the following question: How do school assistant principals working at a school with a demonstrated record of success in student achievement, lead schools in culturally competent ways through intentional and enhanced relationships with students? The primary case unit of analysis is the assistant principals, but interviews with teachers and principals provide further confirmation to support the evidence from the assistant principals. Findings indicate that assistant principals can have a positive impact through discipline and community actions. Assistant principals acknowledge that mentors who are deliberate in their work in schools with students of poverty combined with their own personal experiences as teachers is crucial to the decisions they make when interacting with students and their families.
Emerging Challenges Facing School Principals
Author: Wise, Donald
Date: 2015-11-00
Type: Journal Articles
Subjects: Principals,School Administration,Barriers,Performance Factors,Public Schools,Administrator Surveys,Financial Problems,School Community Relationship,Instruction,Time Management,Administrator Responsibility,Accountability,Academic Achievement,Student Evaluation

This article provides insights into the challenges facing US public school principals. A survey was sent to a random sample of over 10,000 principals throughout the US. Written responses from a representative sample were analyzed for content and themes. Results indicate that principals are facing emerging challenges never before seen in education, including the overwhelming effects of poverty, increasing pressures on student achievement, the breakdown of communities, lack of financial resources, and a host of other issues, many of which coalesce to further complicate the work of principals. The voices of these principals suggest a need to radically rethink our preparation programs for school administrators.
Ethical Leadership and Moral Literacy: Incorporating Ethical Dilemmas in a Case-­Based Pedagogy
Author: Jenlink, Patrick M.
Date: 2015-11-00
Type: Journal Articles
Subjects: Ethics,Moral Values,Instructional Leadership,Teaching Methods,Case Method (Teaching Technique),Leadership Training,Doctoral Programs,Decision Making,Literacy

In this paper the authors examine an ethical dilemma approach to case-based pedagogy for leadership preparation, which was used in a doctoral studies program. Specifically, the authors argue that preparing educational leaders for the ethical dilemmas and moral decision-making that define schools requires assessing current programs and pedagogical practices, identifying curricular and pedagogical conflicts that fail to address adequately preparing ethical leaders. To address the research questions, the researchers used a two-tier design. The first tier provides a review of the extant body of case-based pedagogy and ethical leadership literature. The selected works were analyzed, which resulted in a set of case-based pedagogical perspectives. Tier two incorporated a case study approach to examine the use of an ethical dilemma approach to case-based pedagogy.
Metrics for Evaluation of Student Models
Author: Pelanek, Radek
Date: 2015-00-00
Type: Journal Articles
Subjects: Models,Data Analysis,Data Processing,Evaluation Criteria,Evaluation Methods,Scoring Rubrics,Skill Analysis,Affective Measures,Error of Measurement,Probability,Qualitative Research,Usability,Goodness of Fit,Measurement Techniques,Reliability,Data Interpretation,Student Records

Researchers use many different metrics for evaluation of performance of student models. The aim of this paper is to provide an overview of commonly used metrics, to discuss properties, advantages, and disadvantages of different metrics, to summarize current practice in educational data mining, and to provide guidance for evaluation of student models. In the discussion we mention the relation of metrics to parameter fitting, the impact of student models on student practice (over-practice, under-practice), and point out connections to related work on evaluation of probability forecasters in other domains. We also provide an empirical comparison of metrics. One of the conclusion of the paper is that some commonly used metrics should not be used (MAE) or should be used more critically (AUC).
Multi-Armed Bandits for Intelligent Tutoring Systems
Author: Clement, Benjamin
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Activities,Intelligent Tutoring Systems,Models,Teaching Methods,Learning Motivation,Elementary School Students,Computer Simulation,Active Learning,Instructional Effectiveness,Computer Assisted Instruction,Games,Money Management,Mathematics

We present an approach to Intelligent Tutoring Systems which adaptively personalizes sequences of learning activities to maximize skills acquired by students, taking into account the limited time and motivational resources. At a given point in time, the system proposes to the students the activity which makes them progress faster. We introduce two algorithms that rely on the empirical estimation of the learning progress, RiARiT that uses information about the difficulty of each exercise and ZPDES that uses much less knowledge about the problem. The system is based on the combination of three approaches. First, it leverages recent models of intrinsically motivated learning by transposing them to active teaching, relying on empirical estimation of learning progress provided by specific activities to particular students. Second, it uses state-of-the-art Multi-Arm Bandit (MAB) techniques to efficiently manage the exploration/exploitation challenge of this optimization process. Third, it leverages expert knowledge to constrain and bootstrap initial exploration of the MAB, while requiring only coarse guidance information of the expert and allowing the system to deal with didactic gaps in its knowledge. The system is evaluated in a scenario where 7-8 year old schoolchildren learn how to decompose numbers while manipulating money. Systematic experiments are presented with simulated students, followed by results of a user study across a population of 400 school children.