ethanporcaro/eric-fulltext-meta huggingface dataset:
We Need More Drama: A Comparison of Ford, Hurston, and Boykin's African American Characteristics and Instructional Strategies for the Culturally Different Classroom
Author: Trotman Scott, Michelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Cultural Awareness,African American Students,African American Culture,Black Dialects,Student Behavior,Cognitive Style,Teacher Attitudes,Misconceptions,Teacher Student Relationship,Attention Deficit Hyperactivity Disorder,Theater Arts,Teaching Methods,Disabilities,Authors,Academically Gifted

Teachers who are not considered to be culturally competent may misinterpret many characteristics exhibited by African American students. They may be unaware of the African American linguistic practices and characteristics and they may also be unfamiliar with research conducted by scholars such as Zora Neale Hurston and A. Wade Boykin. This lack of knowledge may cause teachers to wrongly view the behaviors and/or learning styles of African American students in negative ways. These misunderstandings could inadvertently affect the way in which some teachers perceive and interact with these students. This article extends the comparison of Boykin's African American characteristics of ADHD and includes Hurston's characteristics of Negro expression and Ford's application of Boykin's characteristics to the characteristics of African American students. Through these comparisons, the authors suggest that the performing arts not only be used as a vehicle of expression for African American students in multiple settings (i.e., school and community) but also as a tool to empower African American students with and without high incidence disabilities.
Falling through the Cracks: Black Girls and Education
Author: Ricks, Shawn Arango
Date: 2014-00-00
Type: Journal Articles
Subjects: Females,African Americans,African American Students,Racial Bias,Gender Bias,Achievement Gap,Access to Education,Equal Education,Educational History,United States History,Gender Issues,Social Influences,Student Needs,Educational Environment

The needs of Black girls are often overlooked by teachers, administrators, and policy makers. This oversight has contributed to a lack of educational programming and policies that address the impact of the intersection of racism and sexism on the educational experiences of Black girls, with some attention to the achievement gap. Policies simply focusing on race or gender ignore the unique positionality in which Black girls live and learn. Compounding this discussion is the recent focus on postracialism in America. This article addresses this neglect, and suggests a framework to assist teachers and administrators in bridging this gap in educational programming and policies.
Culturally Responsive Collegiate Mathematics Education: Implications for African American Students
Author: Jett, Christopher C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Mathematics Education,College Mathematics,African American Students,Teaching Methods,African American Culture,Research Needs

In this article, the author utilizes the culturally congruent work of Gay (2010) and Ladson-Billings (2009) to highlight culturally responsive teaching as a viable option for African American students in higher education mathematics spaces. He offers translations of Gay and Ladson-Billings' work to Africana mathematics and argues that these practices increase access to rigorous culturally responsive mathematics and enact the brilliance that African American students bring to the mathematics space (Leonard &amp; Martin, 2013). The author also challenges postsecondary educators to allow culturally responsive practices to shape their instructional practices. In addition, he shares future research directions for African American students in mathematics, preservice mathematics teachers, and mathematics professors.
The Benefits of a Comprehensive Retention Program for African American Students at a Predominately White University
Author: Johnson, Lakitta
Date: 2013-00-00
Type: Journal Articles
Subjects: African American Students,School Holding Power,Qualitative Research,African American Achievement,Disproportionate Representation,Academic Persistence,Graduation Rate,Barriers,Performance Factors,Outreach Programs,Case Studies,Student Participation,Program Effectiveness,Deans,College Students,Interviews,Teacher Attitudes,Student Attitudes,First Year Seminars,Mentors,Parent Participation,Cultural Activities,Administrator Attitudes

Since the passage of the Civil Rights Act of 1964, the retention of African American students at predominately White colleges and universities continues to be problematic. Although many of these institutions have implemented retention programs for African American students, few have incorporated a comprehensive program that utilizes multi-program components. Using a qualitative methodology, this study explored how a comprehensive retention program at one predominantly White university impacted the matriculation of African American students. The results revealed that the retention program had a positive influence on the success of African American students, thereby resulting in the students' receiving several academic, social, and cultural benefits. Also emerging from the study was a comprehensive retention model for supporting the retention of African American students at predominately White institutions.
Racial Microaggressions and African American and Hispanic Students in Urban Schools: A Call for Culturally Affirming Education
Author: Allen, Ayana
Date: 2013-00-00
Type: Journal Articles
Subjects: Racial Bias,Urban Schools,African American Students,Hispanic American Students,Educational Environment,Critical Theory,Race,Aggression,Discipline Policy,Zero Tolerance Policy,Track System (Education),Curriculum,Social Influences,Teacher Attitudes,Negative Attitudes,Mental Health,Well Being,Intelligence,Self Concept,Racial Identification,Culturally Relevant Education,Student Empowerment

This conceptual paper explores racial microaggressions and their effects on African American and Hispanic students in urban schools. Microaggressions are pervasive in our society (Sue et al., 2007), and although often manifested in subtle ways, can be detrimental for their long-term effects on students' psychological, socialemotional, and intellectual development. Our analysis utilizes extant literature to explore racial &quot;microaggressions&quot; on a &quot;macro&quot; level in terms of district/school level microaggressions and teacher level microaggressions. A discussion ensues concerning the effects of racial microaggressions on African American and Hispanic students. Furthermore, we advocate for a culturally affirming education to empower and engage educational stakeholders in the processes of developing cultural competency within our urban schools and communities.
Providing Culturally Responsive Teaching in Field-Based and Student Teaching Experiences: A Case Study
Author: Kea, Cathy D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Special Education,Methods Courses,Teacher Education Programs,Mixed Methods Research,Student Teaching,Teaching Experience,Lesson Plans,Social Action,Outcomes of Education,Multicultural Education,Undergraduate Students,Preservice Teachers,Transformative Learning,Teaching Methods,Case Studies

This mixed design study chronicles the yearlong outcomes of 27 undergraduate preservice teacher candidates' ability to design and deliver culturally responsive lesson plans during field-based experience lesson observations and student teaching settings after receiving instruction in a special education methods course. While components of culturally responsive instruction were embedded in the lesson plans written as a part of course requirements, few participants incorporated them during lesson observations in their field-based placement and student teaching experiences. More specifically, Banks' contributions approach was used repeatedly rather than the higher levels of multicultural education, which focus on transformation and social action. Half of the participants in the field-based internship infused diversity at the contributions level during the field-based lesson observation, but only six student teachers infused diversity during student teaching lesson observations. Recommendations for research and practice for teacher education programs are provided.
Lecturers' Views on Ghana's Undergraduate Mathematics Education
Author: Assuah, Charles
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Study,Mathematics Education,Teacher Attitudes,Semi Structured Interviews,Qualitative Research,Teaching Methods,Instructional Effectiveness,Education Work Relationship,Questionnaires,Educational Quality,Teaching Styles,Peer Influence,Problem Based Learning,Skill Development,Basic Skills,Program Design,Technology Integration,Career Counseling,Leadership Training,Teacher Surveys

This paper synthesizes the views of 6 university lecturers on Ghana's undergraduate mathematics education. These views were expressed during a mathematics workshop sensitization program on the &quot;contribution of undergraduate mathematics education to the Ghanaian economy.&quot; The data consisting of open-ended questions followed by semi-structured interviews were analyzed using qualitative analysis. The results of this study indicated that lecturers' teaching methods do not enable students to connect theories with practice. The topics these lecturers teach and the methods they use in the classroom seem far removed from students' everyday experiences. As a result, many students are rarely able to identify and connect their ideas with everyday realities of life. Additionally, some topics are delivered in a weird and abstract methodological mode, making it increasingly difficult for students to comprehend. The study finally concludes with suggestions that an overhaul of the curriculum is paramount with emphasis on students' comprehension for adoption by Ghanaian universities, to acquaint lecturers with modern teaching methods.
Utilizing Geo-Referenced Mobile Game Technology for Universally Accessible Virtual Geology Field Trips
Author: Bursztyn, Natalie
Date: 2015-04-00
Type: Journal Articles
Subjects: Educational Technology,Telecommunications,Technology Uses in Education,Field Trips,Simulated Environment,Handheld Devices,Undergraduate Students,Geology,Geographic Information Systems,Learning Activities,Student Attitudes,Teaching Methods,Earth Science,Student Surveys,Educational Games

Declining interest and low persistence is well documented among undergraduate students in Science, Technology, Engineering, and Math in the United States. For geoscience, field trips are important attractors to students, however with high enrollment courses and increasing costs they are becoming rare. We propose in this concept paper that the contextualized learning and engagement of field trips can be simulated by virtual field trips for smart mobile devices. Our focus is on utilizing the geo-referencing capabilities of smart devices within spatially scaled educational games. This technology is increasingly ubiquitous amongst undergraduate students, and consequently is an untapped pedagogical resource. The objective of our games is to give students real-world experience in selected fundamental principles of geology. Set in Grand Canyon, each module features images of exceptional geologic sites illustrating these principles. Students navigate &quot;downstream&quot; using their devices' GPS and complete at least one interactive activity per location to progress to the next point. Student response to a pilot game suggests that this indeed is a viable method for making geoscience instruction engaging and enjoyable, and hopefully will result in greater motivation to pursue the geosciences.
Collaboration, Collegiality, and Collective Reflection: A Case Study of Professional Development for Teachers
Author: Kelly, Jennifer
Date: 2015-05-04
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Faculty Development,Rural Schools,Teacher Attitudes,Communities of Practice,Collegiality,Teacher Collaboration,Qualitative Research,Experience,Cooperation,Literacy Education,Elementary School Teachers,Inquiry,Reading Teachers,Journal Writing,Reflection,Interviews,Reading Achievement

This case study documents and interprets teachers' experiences in a professional development initiative called Changing Results for Young Readers in British Columbia. The reflections and discussions of a group of teachers in a rural school district were examined in order to understand how the participants constructed their realities relative to their involvement in professional learning communities. Analysis of the teachers' descriptions of their experiences provides insights on the significance of collaboration, collegial relationships, and shifting mindsets about the work of teaching, and these insights are important for understanding how professional development opportunities can be structured and facilitated to support the complex role of professional learning.
Sample Course Material for Biodiversity and Sustainable Education
Author: Erten, Sinan
Date: 2015-04-00
Type: Journal Articles
Subjects: Sustainable Development,Sustainability,Biodiversity,College Students,Biology,Science Teachers,Preservice Teacher Education,Qualitative Research,Semi Structured Interviews,Observation,Science Experiments,Foreign Countries,Science Education,Case Studies

This study was done in a period when there are attempts to develop a framework for the sustainable development and sustainable education in order to emphasize the universal significance of biodiversity, sustainable development, and sustainable education. The research reported here is a case study carried out in the spring semester of 2012-2013 academic year. The participants of the study were student teachers enrolled in a general biology course in a preservice science teacher education program at a major research university in central Turkey. The study was designed as a qualitative study and the data of the study were collected through semistructured interviews and observation forms. The aim of the study was to develop teaching materials about the sustainable education and the sustainability of biodiversity. In parallel to this aim, an experiment of frog breeding was designed and the experiment was carried out by the participants under the supervision of the author. More specifically, the participants were involved in feeding the frogs and cleaning the aquarium. They recorded their observations together with the author. The whole process was shared in the biology course. In short, the participants observed how larvas come out from frog spawn that were put in the aquarium and how larvas became adult frogs. Adult frogs were transferred to the nearest creek after the completion of the observations. At the end of the process the attitudes of the participants towards living beings changed positively as their reports indicated.
Various Ways of Inculcating New Solid Geometry Concepts
Author: Patkin, Dorit
Date: 2015-04-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Instruction,Teacher Education,Geometric Concepts,Teaching Methods,Concept Formation,Misconceptions,Constructivism (Learning),Active Learning,Definitions,Logical Thinking,Mathematical Logic,Mathematics Activities,Foreign Countries

Acquaintance with various ways of inculcating concepts in any studied area of knowledge is one of teachers' duties, particularly mathematics teachers. Studies indicate errors and difficulties when inculcating concepts in mathematics and learning them. Many concepts have different meanings in different contexts. Hence, teachers should deal with the image of the concept by paying attention to its essence. They should also deal with misconceptions developed while inculcating the concept. The present paper describes an activity conducted with 28 teachers studying for an M.Ed. degree in mathematics education at a teacher education college. They attend a course of solid geometry, a topic which is perceived as extremely difficult for the learners. The activity focuses on two ways of inculcating a solid geometry concept: &quot;an angle between a lateral face and a base of a pyramid&quot; as one of the ways for developing spatial orientation. Upon completion of the activity, the paper illustrates the participants' responses regarding their perception of the advantages of each of the ways they experienced and their recommendations as to their preferred ways for inculcating new geometric concepts.
Metaphors of High School Students about the Concept of &quot;Interactive Whiteboard&quot;
Author: Akturk, Ahmet Oguz
Date: 2015-04-00
Type: Journal Articles
Subjects: Phenomenology,High School Students,Student Attitudes,Figurative Language,Qualitative Research,Foreign Countries,Interactive Video,Educational Technology,Content Analysis,Information Technology,Attitude Measures,Technology Uses in Education

The primary aim of this phenomenographic study is to discover the perceptions of high school students regarding the concept of &quot;Interactive Whiteboard&quot; through metaphors. Phenomenography, which is a qualitative research method, was used in the study. The research group of the study consisted of a total of 162 students studying at the 9th, 10th, 11th and 12th grades of the information technologies department of an Anatolian high school of commerce. In order to collect the research data, each student in the research group was asked to complete the gaps in the sentence &quot;Interactive Whiteboard is like…; because…&quot; Content analysis techniques were employed for the analysis of the data in order to group the metaphors created by the students based on their common features. As the result of the analysis of the collected data, it was found out that the participants created 41valid metaphors. These metaphors were classified under 6 conceptual categories in terms of their characteristics. In conclusion, it was determined that the students had highly positive perceptions about &quot;Interactive Whiteboard&quot;. However, it was observed that some of the students perceived &quot;Interactive Whiteboard&quot; as an unnecessary device.
Developing Technology Teachers: Questioning the Industrial Tool Use Model
Author: Hansen, John W.
Date: 2004-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Teacher Education Programs,Technology Education,Elementary Secondary Education,State Standards,Vocational Education,Industrial Arts,Postsecondary Education,Teacher Competencies

In this article, the author questions the role of technology teacher preparation programs that are based on an &quot;industrial tool use&quot; model to develop technology education teachers. It is the position of the authors that the manner by which technology education teachers are prepared may need revision and that technology teacher educators need to reanalyze the objectives and methods used to develop their protégés. The ideas posited in this article find their locus in the experience of the authors while directing the rewrite of the K-12 Technology Education Standards for the state of Texas. Technical courses are those that focus on developing the knowledge and skills to use tools, machines, and equipment at a proficient level of capability. Technical courses taken at the high school level are referred to, in this article, as vocational-technical education. The technical courses taken in a baccalaureate program, such as industrial technology or engineering technology, are referred to as the industrial tool use model.
Effects of Modular Technology Education on Junior High Students' Achievement Scores
Author: Culbertson, Cory
Date: 2004-00-00
Type: Journal Articles
Subjects: Technology Education,Academic Achievement,Junior High School Students,Scores,Technological Literacy,Concept Teaching,Reading Achievement,Language Arts,Mathematics Achievement,Science Achievement,Social Studies,Pretests Posttests,Grade 7,Student Improvement,Achievement Gains,Grade 8,Achievement Tests,Learning Modules

In the quest to improve public schools, an education in basic technological concepts and systems, or &quot;technological literacy,&quot; has been viewed as an important part of a school curriculum (Dugger &amp; Yung, 1995, pp. 7-8). Proponents of technology education have claimed that technological knowledge may be critical to the future needs of all students in the United States. However, proponents of technology education have gone beyond technological literacy to cite even greater benefits for students educated in technology. Many technology educators have claimed that instruction in technological concepts is crucial in fully understanding the concepts in other academic subjects, particularly science and mathematics. Despite anecdotal claims of achievement gains, it is not yet known what impact technology education has on student achievement in other academic subjects. Although some technology educators have provided personal accounts of success, there has been limited research on the effects of technology education on achievement in other academic subjects (Lewis, 1999). Most research to date has only focused on the effects of technology on achievement in physical science (e.g., Dugger &amp; Johnson, 1992; Scarborough &amp; White, 1994), perhaps because the conceptual relationships between technology and physical science tend to be closer than those to other subjects. The range of interaction between technology and other subjects has yet to be fully explored, and the effects of technology education on achievement in other subjects have not been thoroughly investigated (Zuga 1995). The purpose of this study was to examine whether technology education improves students' achievement scores in the five areas of reading, language arts, mathematics, science, and social studies. Analysis of pre- and post-test scores allowed the analysis and discussion of the following research questions: (1) Do seventh grade students who have participated in one trimester of modular technology education show greater improvement on a test of achievement compared to similar students who did not participate in technology education? and (2) Do eighth grade students who have participated in one trimester of modular technology education show greater improvement on a test of achievement compared to similar students who did not participate in technology education?
&quot;The Discipline Stop&quot;: Black Male Teachers and the Politics of Urban School Discipline
Author: Brockenbrough, Ed
Date: 2015-07-00
Type: Journal Articles
Subjects: African American Teachers,Males,Diversity (Faculty),Discipline,Urban Schools,Behavior Problems,Student Behavior,Teacher Role,Qualitative Research,Interviews,Personal Narratives,Focus Groups,Secondary School Teachers,High Schools,Middle School Teachers,Teacher Attitudes,Classroom Techniques

Calls for the recruitment and retention of more Black male teachers have unfolded amid popular depictions of Black men as patriarchal disciplinarians. Against that backdrop, this article investigates how 11 Black male teachers were positioned as disciplinary agents in a predominantly Black urban school district on the east coast of the United States. As they described the discipline-related expectations they encountered in their jobs, study participants critiqued and complicated prevailing perceptions of Black male teachers as authoritarian disciplinarians for Black students. Through careful analyses of participants' narratives, this article offers new insights into how Black male teachers negotiate their roles as disciplinarians, and it raises several questions that could drive future efforts to understand and support Black male teachers' disciplinary practices in today's urban schools.