ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Community Book Club in Changing Literacy Practices
Author: Dail, Alanna Rochelle
Date: 2009-00-00
Type: Journal Articles
Subjects: Group Activities,Books,Clubs,Role,Professional Development,Family Literacy,Qualitative Research,Data Analysis,Early Reading

Community Book Club began as an experimental approach intended to combine professional development for teachers and family literacy for the parents of the preschoolers involved in an Early Reading First project. We collected data on 11 book club meetings over a 2-year time period. Meetings were held at local churches and at each meeting, participants discussed two books: an adolescent/adult book and a similarly themed children's book. We interviewed participants, videotaped meetings, collected field notes, and kept attendance sheets. Data analysis began at the first meeting and continued throughout the project. We coded data from all sources and identified four major themes: (1) Changes in the membership of book club; (2) Changes in reported home literacy practices of the participants; (3) Sharing the "lived experience" of reading; and (4) Changes in manner of participation that led to the emergence of new, situated literacy practices. We found that over time teachers, parents, and community members as participants in Community Book Club developed new literacy practices during book club meetings that influenced members' reported home literacy practices. Our experience demonstrated that book clubs have the potential to promote increased enjoyment of books and changes in literacy practices among teachers, families, and members of the broader community. (Contains 1 figure and 3 tables.)
Unpacking Artifacts of Instruction
Author: Compton-Lilly, Catherine
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Research,Ethnography,Literacy,Reading Instruction,Family Environment,Student Experience,Educational Environment,Information Sources,Resources,Children,Adults,Disadvantaged,Interviews,Adult Literacy,High School Equivalency Programs

This paper explores limits and possibilities for students' book bags as data sources in educational research. A discussion of the feasibility of book bags as data sources is followed by a brief description of an ethnographic research project focused on literacy and schooling in families of General Education Diploma (GED) students. The larger study explored literacy practices that were present in homes where both children and parents were engaged in literacy learning. Specifically, I explore two related research questions: (1) What items do children and adults carry in their book bags?; and (2) How well do the contents of book bags represent children's and adults' home and school experiences? Examination of both children's and adults' book bags revealed insights into the types of literacy activities children and adults were engaged in at school. The role book bags played in crossing borders between home and school and how well the contents of book bags reflected children's home and school lives were explored. The paper concludes by considering insights gleaned from examining book bags and makes recommendations for the future use of book bags as data sources. (Contains 5 tables.)
Prescriptions to Read: Early Literacy Promotion outside the Classroom
Author: Billings, Elsa S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Emergent Literacy,Clinics,Low Income Groups,Minority Groups,Hispanic Americans,Parent Attitudes,Reading Motivation,Medical Education,Pediatrics,Childrens Literature,Books,Intervention,Cultural Influences,Immigrants,Interviews,Spanish Speaking,Mothers,Educational Attainment,Parent Influence,Reading Skills

This descriptive study examined the impact that an early literacy promotion program, Reach Out and Read (ROR), had on the literacy beliefs, frequency, and quality of literacy activities among low-income, multiracial families, particularly the Latino community. The study also explored parents' perceptions of ROR and its impact on them, their children, and their families. ROR is a pediatric-based early literacy promotion program. This study focused on one ROR program in which pediatricians-in-training provided free books and literacy advice to parents through "prescriptions to read" with their child at least 10 minutes every day. Participants included 22 parents attending an ROR clinic and 15 parents attending a non-ROR clinic. Results were mixed, showing ROR had a positive impact on the children and families it serves by increasing access to books. Yet, results equally show that this positive impact is not as significant or as broad as it might be, demonstrating room for improvement. Factors such as the role of linguistic and cultural capital in the development of early literacy programs that serve ethnically and linguistically diverse families are discussed. In addition, the study raises questions around the implications of experts from other fields providing literacy guidance and advice to parents. (Contains 3 tables and 1 figure.)
E-Coli and Other Problems
Author: Scott, Paul
Date: 2009-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Education,Mathematical Applications,Problem Based Learning,Mathematics Activities,Foreign Countries

In applied mathematics particularly, one is interested in modeling real life situations; that is why, one tries to express some actual phenomenon mathematically, and then uses mathematics to determine future outcomes. It may be that one actually wishes to change the future outcome. Mathematics will not do this, but at least it tells one what to expect. This article provides real life mathematical problems having to do with rabbit populations, radiation, bacteria, and food shortages.
Crossing the Divide between Teacher Professionalism and National Testing in Middle School Mathematics
Author: Dimarco, Silvia
Date: 2009-00-00
Type: Journal Articles
Subjects: Middle Schools,Teaching Methods,Mathematics Achievement,Educational Practices,Educational Quality,Teacher Attitudes,Mathematics Education,Classroom Techniques,Educational Strategies,Instructional Effectiveness,Foreign Countries,Teacher Surveys

Teacher professionalism is a social construct which varies across time and place. In relation to the teaching of mathematics in the middle school, professionalism is a concept under siege; with the advent of national testing some teachers predict dire consequences for student learning. In this small research project several teachers depicted their views of 'quality'in relation to the teaching of mathematics and potential threats from the  coercive context in which they work. This article, reports and analyses four (4) teachers' views and practices of &quot;quality&quot; in relation to the teaching and learning of mathematics in the middle school. While these teachers felt comfortable in relation to their content knowledge and instructional practices, they felt their professional standing and student learning could be compromised by the enforcement of bureaucratic accountability agendas. The teachers felt these might cause divisions, cracks in their professionalism and pedagogical practices, with students' learning becoming the ultimate casualty.
Cracking the NAPLAN Code: Numeracy in Action
Author: Perso, Thelma
Date: 2009-00-00
Type: Journal Articles
Subjects: Mathematics Education,Numeracy,Mathematical Formulas,Mathematical Applications,Academic Achievement,Mathematics Achievement,Mathematics Tests,Teaching Methods,Educational Strategies,Instructional Effectiveness,Foreign Countries

In this paper, the author recommends that every teacher of mathematics should undertake an analysis using their own data. She further recommends that they reflect on the outcomes of their analysis and share it with colleagues. Teachers can look at an individual student's results, variations in results between student sub-groups in their classes, and student responses to questions from different strands. Following this, some reflection on current teaching of mathematics for numeracy attainment should be considered. A key focus of this reflection and discussion is to question whether students are being taught the deep understandings of mathematics concepts and the capacity, confidence and disposition to use them, or are they merely taught mathematics as a system of methods and procedures set in a relatively neutral context. If the latter, teachers and school leaders need to be aware that they are seriously at risk of not giving their students access to numeracy attainment. One cannot assume that students will make the connections between methods and procedures and the conceptual understandings needed for deep learning based on the fact that they've been taught the methods and procedures for finding answers.
Using NAPLAN Items to Develop Students' Thinking Skills and Build Confidence
Author: Anderson, Judy
Date: 2009-00-00
Type: Journal Articles
Subjects: Test Items,Critical Thinking,Misconceptions,Thinking Skills,Educational Strategies,Mathematical Concepts,Mathematical Logic,Mathematics Achievement,Mathematics Skills,Error Correction,Foreign Countries,Competency Based Education

The focus of this paper is the use of National Assessment Program in Literacy and Numeracy (NAPLAN) items to develop students' competence in reading mathematical text, to promote thinking strategies including estimation, and to evaluate alternative solutions for errors and misconceptions. Showing students test items and discussing strategies for thinking about questions and responses promotes student confidence and resilience, and enables a greater sense of student control over their learning. Teachers best carry out assessment as they talk to and observe their students. For teachers who feel the pressure to prepare their students for the tests, the author is recommending the use of NAPLAN items as discussion starters to promote thinking. (Contains 7 figures and 1 table.)
The Responses of One School to the 2008 Year 9 NAPLAN Numeracy Test
Author: Norton, Stephen
Date: 2009-00-00
Type: Journal Articles
Subjects: Numeracy,National Competency Tests,Mathematics Tests,Mathematics Instruction,Foreign Countries,Response Style (Tests),Suburban Schools,Test Format,Test Items,Mathematics Achievement,Gender Differences,Indigenous Populations,Secondary School Students

In May 2008, the National Assessment Program--Literary and Numeracy (NAPLAN) conducted nation-wide tests for reading, writing, language conventions, and numeracy. A national assessment program of this kind should provide the stimulus for macro-level (systemic) analytical studies and micro-level (individual school and/or class) analytical studies of the data. This paper is concerned with the latter type of study where numeracy results of Year 9 Queensland students are analysed. The paper provides a critique of the Year 9 numeracy test, ways in which students responded to test questions, and how results might inform teaching mathematics. (Contains 5 tables.)
Arts-Based Research: Trojan Horses and Shibboleths. The Liabilities of a Hybrid Research Approach. "What Hath Eisner Wrought?"
Author: Pariser, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Art,Research,Research Methodology,Research Problems,Social Science Research,Art Education,Aesthetics,Differences,Postmodernism,Social Theories,Educational Research

The term "arts-based research" has been debated for some time now. In an article strongly in favor of this approach Bean (2007) identifies three species: "Research on the arts (italics in the original) (art history, visual and cultural studies, media studies etc.)...Research for the arts, refers to research into applied techniques, materials and tools used in the creation of art...Research in the arts, or practice-based research..." (p. 81). In this essay the author proposes to continue the debate on the third species of arts-based research by pointing out that there is a fundamental disjunction between the research that artists do and the research that social scientists do, and that to call both activities "research" does a disservice to both groups of practitioners. The ultimate irony is that although arts-based research is supposed to question the standard scholarly research practice of the academy, it originated in that very same academy. The author supports his claim with reference to the foundational work of Eisner. He suggests that Eisner envisioned and promoted the model of arts-based research not so much as a subversion of scholarly research practice, but as a way of helping fine arts practitioners and educators to achieve legitimacy in the academy.
Art Education in New Zealand: Historical Antecedents and the Contemporary Context
Author: Smith, Jill
Date: 2009-00-00
Type: Journal Articles
Subjects: Art Education,Foreign Countries,Educational Change,Educational History,Cultural Influences,Social Influences,Educational Policy,Economic Factors,Government Role,Curriculum Development,Public Schools,Indigenous Populations,Acculturation

Education is never a passive, autonomous, or static activity. It manipulates, as much as it is manipulated, and reflects specific contexts. Education histories document continuities and changes over time, and are able to throw light on and inform contemporary practice. Prompted by perspectives on curriculum as a social and cultural construction, together with Efland's (2004) identification of the principal visions of nineteenth and twentieth century art education in the United States, the author traces the historical antecedents of art education in New Zealand. The author points out that the development of art education in New Zealand from the 1840s to the 1990s was essentially a selection from the culture--the way of life, the kinds of knowledge, and the attitudes and values of society--of a particular time. The author discusses how the current policies and practices in art education reflect the economic, social, cultural and educational changes, including curriculum reforms, promulgated in New Zealand by successive governments during the 1980s and 90s.
Into Another "Semiotic Landscape": Evaluating Models of Multimodal Literacy Curricula for Canadian Art and Design University Students
Author: Halliday, Christina
Date: 2009-00-00
Type: Journal Articles
Subjects: Art Education,Writing Instruction,College Curriculum,Literacy Education,Learning Modalities,College Students,Theses,Textbooks,Content Analysis,Textbook Content,Freshman Composition,Rhetoric,Art,Design,Foreign Countries

An art and design university is a particular kind of "semiotic landscape," comprised of teachers and students heavily invested in the difference that non-linguistic modes of expression make to meaning and human experience. Here both experienced and emerging creative practitioners experiment with the signifying possibilities of, for example, wood, light, movement, paint, clay, or digital media. Written English, as a mode of inquiry, research, and composition finds itself somewhat of an outsider in this landscape--at least more so than in a conventional university. It is from this outside territory of a writing pedagogue at an art and design university that the author's inquiry emerges. In this research, the author aims: (1) to identify, analyze, and assess models of multimodal pedagogy that have the potential for developing composition skill learning within the context of a liberal arts curriculum in a Canadian art and design university; and (2) to determine the contribution of art and design university-specific, multimodal pedagogy models to recent research in the fields of multimodal literacy, language and literacy education, and postsecondary writing pedagogy. The author juxtaposes an analysis of a sample of recently published American and Canadian composition instruction books that encourage multimodal literacy in the context of a postsecondary, language-based curriculum with an analysis of how multimodality is manifest in one area of the art and design curriculum at the Ontario College of Art & Design (OCAD), a Canadian art and design university. With respect to this juxtaposition, the author aims to discover how her sample multimodal curricula fits--or doesn't--with OCAD as a specific "semiotic landscape." By looking at student thesis work, the author tries to develop a provisional sketch of the nature of her home institution's "semiotic landscape." (Contains 5 figures and 5 endnotes.)
They Can Still Act Chinese and Be Canadian at the Same Time: Reflections on Multiculturalism and the Alberta Art Curriculum
Author: Eiserman, Jennifer
Date: 2009-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Foreign Countries,Asian Culture,Cultural Influences,Ethnicity,Whites,Ethnic Diversity,Elementary Schools,Art Education,Multicultural Education,Teaching Methods,Federal Legislation,Aesthetics,Cultural Differences

This paper explores how Canadian identity remains a white identity through an examination of the ways in which cultural diversity in Canada has been promoted and controlled in law and in practice through Jakeet Singh's (2004) notion of &quot;culture-blind multiculturalism.&quot; It then turns to one instance of this kind of myopic cultural reproduction through an examination of the Alberta Education program of studies for elementary art. Within this latter review, the author indicates spaces within this very dated and culturally biased document that are available for real engagement with the diversity that is Canadian culture. Finally, the author suggests that James Tully's concept of dialogic multiculturalism might be used as a model for revisioning the ways we teach art in culturally diverse societies. Here, the author first turns to the Canadian Multiculturalism Act of 1985 and examines the Act itself to know what it is, and what it is not. (Contains 5 endnotes.)
We Practice What We Preach: A Local History of a Community-Based, Student/Faculty Art Exhibition (2002-09)
Author: Ashworth, Elizabeth Auger
Date: 2009-00-00
Type: Journal Articles
Subjects: Art,Exhibits,Preservice Teachers,Teacher Educators,Schools of Education,School Community Relationship,Art Education,Student Participation,Arts Centers,Foreign Countries

Student-organized exhibitions hold the potential to greatly enhance the visual arts school curriculum. Student art exhibition events can address socio-economic issues, function as part of integrated or interdisciplinary projects, and even unite students from different continents using today's high-speed Internet connectivity. Although there is literature surrounding student art exhibitions at the elementary and secondary levels, evidence of student-organized, exhibition-based learning at the post-secondary level seems scarce, particularly within teacher pre-service education programs. In originally conceptualizing the community-based art exhibition in 2001, one of the authors considered the following significant points: (i) she wanted to give pre-service teachers, faculty, and support staff a chance to show their work; (ii) many students did not have exhibition experience, especially with hanging a show; (iii) such an experience would help them to start an art resume and to learn how to frame and price their own work; (iv) it would be a bridge between school life and real life; (v) it would be a good showcase for the artists while also being educational for colleagues, administration and the community; (vi) it would nurture community/university relations; (vii) it would help the local art gallery involved to achieve their mandate of showing a variety of quality work from various Ontario artists; (viii) an exhibition would serve to advertise the university to a wider community; and, most importantly, (ix) it would prepare pre-service teachers to curate shows for their own future students. In this article, the authors discuss the history of the Nipissing University Faculty of Education art exhibition and describe how the annual Faculty of Education show grew to the point where it not only has been moved into the gallery's main space, but has also needed to be juried for the 2008 and 2009 shows because of space limitations. (Contains 5 figures.)
Necessity Is the Mother of Invention: Changing Power Dynamics between Teachers and Students in Wired Art Classrooms
Author: Black, Joanna
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Influence of Technology,Art Education,Educational Technology,Technology Uses in Education,Art Teachers,Teacher Student Relationship,Teacher Attitudes,Teacher Role

Since 2000, the impact of technologies on society has been critical, significant, and extensive. In this paper, the author explores art educators' perceptions and approaches to working with technology, in light of the emerging technology as a significant and increasingly prevalent art education tool, as a means of student communication, and as a means of personal, artistic expression. The author discusses technology programs within two separate Canadian schools and describes teachers' perspectives and &quot;lived experiences&quot; regarding technology usage, specifically pertaining to issues of authority and pedagogy. Processes of teaching are discussed from the perspective of art teachers working in innovative, digital cutting-edge art classrooms. (Contains 5 footnotes.)
&quot;We Should Be Ourselves before Being a European&quot;: The New Curriculum, New Textbooks and Turkish Modernity
Author: Cayir, Kenan
Date: 2009-00-00
Type: Journal Articles
Subjects: Local History,Textbooks,Global Approach,Foreign Countries,Development,Social Change,Curriculum Development,Civil Rights,Turkish,Educational Change,Constructivism (Learning)

Globalization and transformations in nation-state structures require developing a new social-political language that would allow a peaceful coexistence for various identities and interests. This entails revising the link between local histories and the &quot;universal.&quot; Education can play a crucial role for developing this language. This paper examines the new curriculum and textbooks in Turkey on the basis of this problematic. The Ministry of National Education states that the new curriculum aims at preparing Turkey to the information age and the European Union. However, new textbooks still take an apologetic, essentialist, and nationalist stance toward Europe due to the historical-psychological background of Turkish modernity. Textbook authors reconstruct local history in the mirror of the West and imagine a homogenous &quot;Us&quot; which is presented as the source of modern universal values. This stance is a manifestation of historical desire to break down the perceived hierarchy between Turkey and the West. It, however, reproduces such a hierarchy by placing the West ahead of Turkey along with a linear conception of history. The paper suggests a new frame for curriculum developers and textbook authors to recontextualize the link between Turkey, the West and modernity. This frame needs to be developed by taking a distance from both local experience and the West.
A Comparison of the Mathematical Skills of First Graders with and without Preschool Education
Author: Dursun, Semsettin
Date: 2009-00-00
Type: Journal Articles
Subjects: Preschool Education,Grade 1,Comparative Analysis,Elementary School Mathematics,Elementary School Students,Foreign Countries,Questionnaires,Mathematics Skills,Arithmetic

The purpose of this study is to compare the mathematical skills of first grade elementary students who had or had not taken preschool education. The sample of the study consists of 150 elementary students, those with and without preschool education, who were enrolled in seven randomly chosen elementary schools located in Sivas (downtown). A questionnaire was used for data collection. The results of the study show that students with preschool education have higher mathematical skills compared to those with no preschool education.