ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching for Deep Learning in a Second Grade Literacy Classroom
Author: Bogard, Treavor
Date: 2018-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Qualitative Research,Inquiry,Grade 2,Multiple Literacies,Competency Based Education,Interviews,Student Evaluation,Cognitive Development,Independent Reading,Reading Habits,Interpersonal Competence,Case Studies,Observation

From a New Literacies Studies (NLS) perspective, deep learning involves the acquisition of social and cultural competencies valued within a disciplinary community, not merely propositional displays of what one knows. Drawn from a year-long qualitative inquiry, this case study examines how one exemplary second-grade literacy teacher taught toward deep learning, using a pedagogy of multiliteracies (New London Group, 1996). Selected episodes of instruction were analyzed in two phases. Initially, data were examined for evidence of three main competency sets of deep learning--cognitive, inter-personal, and intra-personal (National Research Council, 2012). In the latter phase, analysis focused on the teacher's pedagogical stances of situated practice, overt instruction, critical framing, and transformed practice (NLG, 1996). Findings suggest that teaching for deep learning involved overt instruction of cognitive processes. Additionally, the teacher modeled critical framing processes of disciplinary practices situated within student-centered projects. Implications include how responsive literacy instruction may prime students' readiness to cultivate deep learning competencies. Inside today's classrooms, teaching for deep learning may necessitate addressing domain-based practices together with socially oriented work dispositions, allowing for both a production-oriented, text-centric view of learning (NLG, 1996) and an orientation toward space, spontaneity, and emergence in literacy engagement (Leander &amp; Boldt, 2013).
What Is Adapted in Youth Adaptations?: A Critical Comparative Content Analysis of Military Memoirs Repackaged as Young Adult Literature
Author: Sulzer, Mark A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Young Adults,Comparative Analysis,Content Analysis,Military Personnel,Military Service,Trend Analysis,Literature Appreciation,Literary Criticism,Didacticism,Literary Genres,Publishing Industry,Adoption (Ideas),Adolescent Literature,Qualitative Research,Autobiographies

Adapting and rebranding general market memoirs for the young adult literature market is a growing trend in the publishing world. Grounded in Critical Youth Scholarship, this study explores this trend through an analysis of two general market memoirs of Navy SEALs and their revised and repackaged youth market counterparts. Using a systematic approach we call &quot;Critical Comparative Content Analysis&quot; (CCCA), this study found that the youth adaptations were substantially altered to produce worlds stripped of complexity, offering sanitized versions of military action, heroism, and humanity. We argue that through content changes, youth readers are denied access to complex portrayals of the world, as well as questions that might arise with and through them. Instead, youth readers are constructed as needing explicit life lessons and reductive depictions of lived experience. For scholars and teachers, this study demonstrates the importance of inquiries that not only critically approach the content of YAL, but also foreground and trouble limiting conceptions of youth readers themselves. This study also highlights the value of &quot;comparison&quot; as a conceptual and pedagogical tool for carrying out this work. Further, this study recommends continued methodological innovation oriented toward genre-specific qualities of young adult literature, including its production and marketing.
Exploding the Wor(l)d: Using Challenging Texts to Reveal the Metacognitive Conversation with Pre-Service Teachers
Author: Kershen, Julianna Lopez
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Metacognition,Adult Learning,Protocol Analysis,Critical Reading,Literacy Education,Preservice Teacher Education,Reading Comprehension,Modeling (Psychology),Student Centered Learning,Discussion (Teaching Technique),Reflection,Ethnocentrism,Racial Bias,Culturally Relevant Education,Empathy,Class Activities,Reading Instruction

Based on experiences teaching a middle grades literacy course for pre-service teachers, this &quot;Voices from the Field&quot; article examines how challenging texts provoke adult learners to more closely attend to their reading experiences. By engaging with difficult texts, pre-service teachers experience frustration and confusion while reading. &quot;Frustrational&quot; texts (Ness &amp; Kenny, 2016) are used as a means to remind teachers how young, developing readers often feel when confronted with unfamiliar text. This article describes a teaching and learning think-aloud process with two carefully selected frustrational texts. The overarching goal of my think-aloud instruction is to make visible the invisible metacognitive conversation which occurs during active reading. I also highlight how teacher modeling and student-centered discussions can support pre-service teachers' reflection on their own ethnocentrism and biases and encourage the development of culturally sustaining pedagogies (Paris &amp; Alim, 2014). These classroom activities, and the challenging texts around which they are focused, seek to provide opportunities for teachers in training to re-see their own reading strengths and needs so that they are better equipped to use think-alouds in comprehension instruction and more empathetic as teachers of children.
Ready Learner One: Creating an Oasis for Virtual/Online Education
Author: Osvath, Csaba
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Reading Instruction,Reading Processes,Science Fiction,Novels,Autobiographies,Ethnography,Personal Narratives,Creative Writing,Reflection,Reader Text Relationship,Innovation,Integrated Learning Systems

When the act of reading becomes a stimulus, it has the power to enact change within the reader and through readers. Adopting and using the methodological tools of autoethnography, personal narrative, and creative writing, I reflect and explore virtual/online education prompted by a personal reading experience of Ernest Cline's science fiction novel, &quot;Ready Player One.&quot; Cline's story offers a unique vantage point as well as a rich fictional vision through which I evaluate, contrast, and reflect on virtual education. My goal is to demonstrate how the reading experience of a popular science fiction novel may shape, modify, and/or inspire the development of future online education. I argue that reflective reading combined with the reader's embodied creative acts (e.g., the composition of personal narratives prompted by the novel and creative writing addressing a current problem that is inspired by the novel's fictional reality) lead to innovative ideas to foster the development of new paradigms for the creation of better online learning management systems. Thus, I present a personal narrative of reading to demonstrate how fictional works may offer relevant platforms for readers to contribute, to innovate, and to advocate for change within insufficient or inadequate systems.
Interrupting Ideologies of Cultural Deficiency: Illustrating Curricular Benefits of Plurilingualism in a Kenyan Classroom
Author: Wandera, David B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multilingualism,Ideology,Classroom Communication,Grade 5,Grade 9,Mixed Age Grouping,Teaching Methods,Culturally Relevant Education,Cross Age Teaching,Classroom Techniques,Educational Benefits,Discourse Analysis,Interviews

In this paper, we exemplify the resourcefulness of using non-sanctioned ways of speaking in classroom communication within a cross-age literacy collaboration between elementary-level grade 5 and high-school level grade 9 students in Nairobi, Kenya. Our goal is two-fold: to contribute to scholarship that affirms this resourcefulness, and to respond to the need for more studies within western scholarship that are based on non-western linguistic and cultural contexts. Through spotlighting some dynamics of multilayered non-western linguistic practices, this study enriches available evidence for pedagogical planning in our contemporary pluralistic world. We employ discourse analysis grounded in an interactional sociolinguistics approach (Gumperz, 2003) to examine students' use of standard Kenyan English, Sheng, and Swahili. Overall, we argue for inclusivity at two levels: first, culturally inclusive teaching through tapping into active learner participation among other benefits of plurilingualism, and second, at the level of research through challenging western research traditions to achieve comprehensive up-to-date understandings of contemporary language use by broadening contexts of inquiry.
…And a Child Shall Lead Them…
Author: Stanley, Eurydice
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Responsibility,Civil Rights,History Instruction,United States History,Educational History,School Segregation,School Desegregation,Current Events,Activism,Advocacy,Persistence,Social Change,Social Action,Autobiographies,Personal Narratives,Civil Disobedience,Racial Discrimination,Violence,Bullying,Desegregation Litigation,Social Justice,Racial Bias,Institutionalized Persons

In this reflective essay, the author addresses fellow educators and their responsibility to students on issues surrounding the ongoing struggle for civil rights. She links the integration of Little Rock, Arkansas schools in 1957 with the 2018 student protest against gun violence following the Parkland, FL mass shooting. As a facilitator of diversity education and anti-bullying initiatives, her essay is grounded in her experiences with fighting for civil rights. She asserts the need for teachers and students to speak their minds in response to acts of oppression, with special attention to the school integration of Little Rock by pioneers like Elizabeth Eckford and the Little Rock Nine. The author addresses (1) their courage and resilience in persisting through violent opposition to their rights as U.S. citizens, and (2) the role of courageous allies in supporting their advocacy for their own rights and humanity. Speaking directly to teachers and school administrators, she makes points in both heartfelt and empirical ways to urge social activism against bias and bigotry and toward an equitable society. These remarks are based on her experiences at the 2018 JoLLE Winter Conference, being a diversity educator, and her role in helping Elizabeth Eckford reach a new generation of citizens with her autobiographical narrative &quot;The Worst First Day.&quot; This reflection takes into account the legacies of (1) discrimination that continue to affect the U.S., and (2) resistance to oppression that desegregated the Little Rock (and other) school systems. This latter tradition continues today with demonstrations such as those initiated by today's youth to fight back against school violence, particularly that incurred on students through easily-available guns and weapons.
A Southern White Man&apos;s Lessons on How to Grow up Racist
Author: Smagorinsky, Peter
Date: 2018-00-00
Type: Journal Articles
Subjects: United States History,Socialization,Racial Bias,Whites,African American History,Civil Rights,Violence,Racial Segregation,Ideology

In this reflective essay, the author recalls his socialization to White Supremacist ideology as a child in Virginia in the 1950s as a way to consider how racist perspectives are perpetuated across generations.
Peer-Learning to Employable: Learnings from an Evaluation of PASS Attendee and Facilitator Perceptions of Employability at Western Sydney University
Author: Carr, Robert A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Peer Relationship,Cooperative Learning,Teacher Attitudes,Employment Potential,Job Skills,Foreign Countries,Outcomes of Education,Mixed Methods Research,Student Attitudes,Universities,Employment,Focus Groups,Student Experience,Higher Education,Student Surveys,Teacher Surveys,Mentors,Content Analysis

This study examines student experiences of Peer Assisted Study Sessions (PASS) at Western Sydney University (WSU), investigating attendee and facilitator perceptions of the relationship between peer-learning and employability. It defers to contemporary higher education scholarship and related sector definitions of employability as an objective criteria for evaluating outcomes which may result from student experiences with PASS. This investigation observes the extent to which such definitions are evident in the skills and attributes students have acquired via their participation in PASS through both quantitative and qualitative research. Quantitative and qualitative data was collected across two consecutive semesters at WSU (Autumn and Spring) in 2015. Survey responses were collected from 297 PASS attendees and 45 PASS facilitators, further incorporating data collected via focus groups with 46 PASS attendees. The evidence allowed the researchers to examine how students perceived they had gained attributes from PASS that render them more employable. The research results highlight the benefits and limitations of the methods utilised to collect data from PASS participants, and this article elaborates key insights gained as a result of the research process that may be useful to peer-learning practitioners beyond WSU. The study found that attendees and facilitators of the WSU PASS program perceive that the program contributes to student employability in a variety of ways such as improving participants' core technical skills, organisational skills, social skills, professionalism and business acumen, appreciation of mentoring, and critical thinking skills.
Empowering Teachers to Promote Oral Language in Culturally Diverse Classrooms in Ireland
Author: Cregan, Áine
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Diversity,Language Usage,Elementary School Students,Case Studies,Oral Language,Language Skills,Teaching Methods,Teacher Competencies,Knowledge Level,Elementary School Teachers,English (Second Language),Language of Instruction,Mixed Methods Research,Teacher Surveys,Journal Writing,Pretests Posttests,Attitude Change,Teacher Attitudes,Second Language Learning,Intervention

The importance of oral language development among elementary school students is widely acknowledged, both in the research and in policy documents worldwide. Facility with one particular style of language, decontextualized language, is critical for success in the school context. This style of language is not readily accessible to all students. This study reviews literature findings which indicate that teacher knowledge is imperative for successful teaching of English and reports on an intervention case study in three schools in Ireland in designated disadvantaged contexts. The case study examined the impact of enhanced teacher knowledge on the oral language skills of students in elementary classrooms. Findings suggest that, when teachers are empowered with knowledge of the requisite content of language teaching, appropriate pedagogical approaches for students' oral language development, awareness of the style of language necessary for success in school, and the potential of parents to support their children's oral language development, students' facility with decontextualized language style is improved at all levels of the elementary school. The study concludes with recommendations for policy-makers underscoring the significance of improved teacher knowledge for effective oral language teaching among students in disadvantaged contexts.
Exploring PASS Leadership beyond Graduation
Author: Chilvers, Lucy
Date: 2018-00-00
Type: Journal Articles
Subjects: Employment Potential,Foreign Countries,Leadership Role,Job Skills,Faculty Development,Mixed Methods Research,Semi Structured Interviews,Graduate Surveys,Job Application,Employment,Teamwork,Leaders,Undergraduate Students,Employer Attitudes,Extracurricular Activities

Developing University graduates' employability is of increasing strategic institutional focus in the UK. Existing research evidences the role of Peer Assisted Study Sessions (PASS) in supporting students to develop personal, professional and employability skills. This research explores the impact of the PASS Leader role on graduates' job application experiences, their employability and effectiveness in their current roles. PASS Leader graduate survey (n = 62) and interview (n = 12) findings demonstrated participants referred to their PASS Leader Role significantly on their CVs, application forms and in job interviews. Respondents said that PASS Leadership, aided by reflection, enabled them to clearly evidence their development of employability skills, which they perceived as enabling them to stand out from other job candidates. Interview participants explained their PASS Leadership informed their development of a range of employability skills and attributes, including communication, confidence, teamwork, facilitation and leadership. PASS Leadership was regarded as addressing gaps in their course curriculum for developing skills they perceived as important for their current roles, highlighting the value of co and extra-curricular programmes, such as PASS.
Teaching Language and Culture: The Importance of Prior Knowledge When Reading Chinese as a Second Language
Author: Yeh, Yi-Fang
Date: 2012-00-00
Type: Journal Articles
Subjects: Prior Learning,Chinese,Second Language Learning,Second Language Instruction,Content Analysis,Journal Writing,Reading Comprehension,Cultural Awareness,Figurative Language,Scores,College Entrance Examinations,Reading Achievement,Classification,Heritage Education,Role,Chinese Americans,Grade 5,Grade 6,Elementary School Students,Epistemology,Pretests Posttests,Qualitative Research

In this article, the author explores the idea that reading proficiency in a second language involves comprehending the second culture and using it to interpret the world view of the second language. Using cognitive theory, the author examined the relevance of prior knowledge of Chinese language and idioms to understanding text written in Chinese. The nature of Chinese as a second language (CSL) students' and Chinese as a foreign language students' (CFL) surface and deep knowledge of Chinese idioms as reflected in their responses to journal questions were examined. The author also looked at how the levels of students' prior knowledge and reading achievement related to the generation of surface and deep knowledge of Chinese idioms stories. Two groups of 5th- and 6th grade students totaling thirty participated in this study. The median score on the composite SAT II Chinese Subject Test with Listening was used to classify students as low or high prior knowledge students. Findings from content analysis of students' journal responses showed that students tended to attain a deep level of knowledge when interpreting and personalizing the Chinese idioms. A t test indicated a significant difference in level of deep over surface knowledge between the low and high prior knowledge groups of students, favoring the high knowledge group. Parallel to previous studies performed in reading English and Spanish as a first language (L1), as well as English as a second language (L2), my investigation supported that prior knowledge also plays an important role comprehending text in Chinese as a heritage language.
Impact of Supplemental Instruction on Dropout and Graduation Rates: An Example from 5-Year Engineering Programs
Author: Malm, Joakim
Date: 2018-00-00
Type: Journal Articles
Subjects: Supplementary Education,Dropout Rate,Graduation Rate,Dropouts,Engineering Education,Statistical Analysis,School Holding Power,Foreign Countries,Attendance,Academic Persistence,Comparative Analysis,Academic Achievement,Correlation,Regression (Statistics),Masters Programs,Grade Point Average,At Risk Students,High Schools

This study focuses on quantitative long-term effects of Supplemental Instruction (SI) in terms of graduation and dropout rates. One of the main aims of SI is to introduce students to effective study strategies and techniques. If SI is introduced at an early stage for new students in higher education, it should therefore be expected that this action will promote timely graduation. This has also been indicated in studies at two US universities--University of Missouri Kansas City and Utah State University. This impact should obviously be of huge interest to any college or university that wants to introduce SI for their students. However, more studies from different settings and environments are needed to be able to generalise the findings from previous studies. This investigation is one such study for students at an engineering education faculty. The results from this study show that SI appears to have a pronounced effect on student persistence, and that the effect increases continuously with increasing SI attendance. A student's chances of graduating from an Master of Science (MSc) engineering program within six years, increases by approximately 20-35% for a student attending all SI meetings in the first semester, compared to a student who does not attend SI. The risk of a student dropping out is reduced by approximately 20-40% if he/she attends all SI sessions. The results also show that all students benefit from attending SI, independent of prior academic achievement and gender.
Perceived Impact of PASS Leadership Experience on Student Leaders&apos; Transferable Skills Development
Author: Laurs, Deborah E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Leaders,Transfer of Training,Skill Development,Foreign Countries,Peer Relationship,Cooperative Learning,Employment Potential,Job Skills,College Students,Leadership Role,Mentors,Student Leadership,Peer Teaching,Surveys

The PASS (Peer Assisted Study Support) program has been operating at Victoria University of Wellington, New Zealand, since 2000, and currently provides weekly study sessions in more than 50 courses each year. As well as enhancing the first-year learning experience, PASS contributes to an institution-wide award that acknowledges the impact of extra-curricular activities on students' graduate attributes and employability skills. Selected from high-calibre candidates, PASS leaders already possess strong communication and thinking skills. Nevertheless, an online survey of current and former leaders between 2009-2014 [n = 185] revealed a significant majority perceived that the experience of leading a study group, in particular the associated writing of weekly reflections, enhanced their confidence, cognitive and communication skills, as well as contributing to their CVs and job application success. Such results highlight the potential for student leaders to translate their day-to-day experiences into added value for life after university.