ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Student Engagement during Simulations in IB Global Politics
Author: Gleek, Charles
Date: 2015-00-00
Type: Journal Articles
Subjects: Learner Engagement,Simulation,Advanced Placement Programs,International Relations,Political Science,Mixed Methods Research,Likert Scales,Educational Games,High School Students,Grade 11,International Schools,Private Schools,Units of Study,Outcomes of Education,Student Surveys

There is ample discussion in academic and policy circles, as well as amongst the general public, about the ways in which classroom instructors can provide more engaging learning experiences for students. This research examines the ways in which students engage participating in classroom simulations as it pertains to the assigned learning outcomes of the &quot;Power, Sovereignty, and International Relations&quot; unit of IB Global Politics. This investigation examines the proposition that students report a strong level of engagement and connection to key concepts in the curriculum when they participate in simulations by using a mixed methodology of Likert-type survey items and an open-ended response on a single survey instrument. The results from this inquiry should not only inform classroom and administrative professionals about successful pedagogical practices, but also policy makers and those interested in improving instruction and engagement as a means for educational reform.
Problem Scoping Design Thinking and Close Reading: Makerspaces in the School Library
Author: Blakemore, Megan
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Skills,Reading Strategies,Critical Reading,Critical Thinking,Thinking Skills,School Libraries,Library Materials,Childrens Literature,Scaffolding (Teaching Technique),Problem Solving,Design,Brainstorming

Makerspaces, collaborative workspaces stocked with materials and tools for creating, building, designing, and learning, are becoming more and more common in schools and, in particular, in school libraries. Makerspaces in the school library allow for connections between making and literacy. Indeed, such connections are authentic and natural as real-world engineers practice multiple forms of literacy. Problem scoping is part of the problem-definition phase of the design process. The design process starts with problem definition, followed by brainstorming, designing, building, testing (repeated as necessary), and is finalized by showcasing or sharing work. This article presents approaches to problem scoping in Makerspaces.
The Study of the Use of Picture Descriptions in Enhancing Communication Skills among the 8th- Grade Students--Learners of English as a Foreign Language
Author: Lavalle, Pamela I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Pictorial Stimuli,English (Second Language),Second Language Learning,Second Language Instruction,Oral Language,Class Activities,Student Participation,Private Schools,Grade 8,Action Research,Foreign Countries,Statistical Analysis,Qualitative Research,Classroom Communication,Cues,Teaching Methods,Pretests Posttests,Communicative Competence (Languages),Focus Groups,Interviews,Student Attitudes

Teachers of English as a foreign language (EFL) encourage students to take a more active role in the oral activities in the classroom through different strategies. This study examines the use of picture descriptions as a strategy to develop and enhance communication skills among the eighth-grade students attending a private English school in Chile. To that end, action research (AR) was attempted with the use of quantitative and qualitative methods to determine whether the use of picture descriptions can improve the students' oral skills in English as a foreign language. The findings of the study suggest that the students' communication skills increased as result of integrating picture descriptions in classroom activities, which in turn enhanced the students' overall participation.
Implementing Digital Tools to Support Student Questioning Abilities: A Collaborative Action Research Report
Author: Cadieux Bolden, Danielle
Date: 2017-00-00
Type: Journal Articles
Subjects: Action Research,Questioning Techniques,Learning Resources Centers,Media Specialists,Scaffolding (Teaching Technique),Technology Uses in Education,Educational Technology,Courseware,Elementary School Students,Grade 2,Teacher Collaboration,Intervention,Web 2.0 Technologies,Pretests Posttests,Direct Instruction,Teaching Methods

This collaborative action research project was conducted in a second-grade classroom to determine the impact that digital web-based tools would have in helping a school media coordinator scaffold her students' understanding of productive versus nonproductive questions. The digital tools Kahoot, Quizizz, and Socrative were used by the students to help them recognize the difference between productive and nonproductive questions, as well as support them in the ability to generate their own productive questions. While results related to student learning outcomes showed minimal increases, the iterative and reflective nature of the action research cycle enabled the media coordinator and researcher to refine their original choices of digital technology, based on formative assessment in the action research cycle, to select the digital tools that best fit the context of this specific learning environment. These findings offer further support for the use of collaborative action research as a means to assist educators in choosing the right digital tools to meet their students' learning needs.
Futuring for Future Ready Librarians
Author: Figueroa, Miguel A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Futures (of Society),Librarians,School Libraries,Models,Change,Needs Assessment,Advocacy,Communication (Thought Transfer),Library Services

Futurists and foresight professionals offer several guiding principles for thinking about the future. These principles can help people to think about the future and become more powerful players in shaping the preferred futures they want for themselves and their communities. The principles also fit in well as strategies to support the Future Ready Librarians Framework. This article presents ideas on how librarians can think like a futurist using the eight focal components of the Future Ready Librarians Framework.
&quot;I Didn&apos;t Know Anything about It&quot;: Critical Pedagogy, Cultural Literacy, and (Missed?) Opportunities for Praxis
Author: Cue, Erin N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Theory,Teaching Methods,Cultural Literacy,Undergraduate Students,Curriculum,Outcomes of Education,Student Attitudes,Power Structure,Justice,Intervention,Student Teachers,Personal Narratives,Criticism,Student Centered Learning

This study seeks to theorize and contextualize what happened in an undergraduate senior capstone course focusing on cultural literacy and critical pedagogy. Through our analysis and critical dialogue we came to recognize that while each cultural literacy circle reported positive outcomes, and positive feelings from group members about how they felt participating in the circles, only one group took action in a material way meant to explicitly combat oppression. Nearly every group talked about oppression and the struggle for justice, but ultimately their work remained at the level of discourse. They thought about oppression, talked and read about oppression, but their work as cultural literacy circles, with one exception, did not lead to concerted efforts to make an intervention in the historical reality their group focused on. We conclude with implications of these outcomes for others whose courses center critical pedagogy as both a topic of study as well as a pedagogical approach.
The Trifecta Approach and More: Student Perspectives on Strategies for Successful Online Lectures
Author: Jacobi, Laura
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Student Attitudes,Preferences,Teacher Effectiveness,Educational Strategies,Lecture Method,Organizational Communication,Student Evaluation of Teacher Performance,Qualitative Research,Teaching Methods,Student Surveys,Delivery Systems,Course Organization,Instructional Effectiveness,College Students,Intermode Differences

The purpose of this study was to explore the perspectives of students regarding what was effective about the way in which the online lectures were structured in an upper level online organizational communication course. Student evaluations from 27 students were used, with questions focused upon the structure of lectures in the online course as compared to other online courses and to traditional classrooms. Qualitative analyses reveal the use of the trifecta approach, the use of audio voice-overs with PowerPoint slides, the concise nature of lectures, the ability to review them, and the use of key points as significant to student success. The majority of students also found online lectures more effective than live lectures in traditional classrooms.
Growing Pains: Reflections at the Intersection(s) of Pedagogy and Self-Study in Whiteness Research in Education
Author: Joyner, Jane S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Interviews,Whites,Teachers,Elementary Secondary Education,Preschool Education,Faculty Development,Seminars,Racial Identification,Racial Bias,Social Justice,Teaching Methods,Teacher Attitudes,Beliefs,Vignettes,Reflection,Writing (Composition),Qualitative Research,Self Evaluation (Individuals)

The initial research project was a set of interview data collected by the authors of eight white practicing P-12 teachers in a large metropolitan area in the Midwestern United States, who spent the 2012-2013 and 2013-2014 school years engaged in a monthly professional development seminar focused on white racial identity and anti-racist pedagogies. From this work, the first author (Joyner) thought about her experiences on her own anti-racist practices and beliefs as they shape and mold her perspective of the research she is doing. In this paper the authors work to place Joyner's reflections in conversation with the interview data generated from white practicing teachers. They made the choice to include partial vignettes drawn from the reflective writing Joyner did over the course of the work in order to engage what the praxis of pedagogical qualitative analysis, coupled with self-study, can offer other researchers. The paper has two primary aims: (1) to investigate the research findings from the interview data and the teachers who participated in the professional development seminar; and (2) to explore what such work makes available to researchers/practitioners.
Using a Disciplinary Literacy Framework to Teach High School Physics: An Action Research Study
Author: Hurley, Brian P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Science,Science Instruction,Physics,Action Research,Grade 11,Summative Evaluation,Mathematical Concepts,Critical Incidents Method,Focus Groups,Q Methodology,Teaching Methods,Scientific Literacy,Honors Curriculum,Secondary School Students,Qualitative Research,Statistical Analysis

This action research study investigated the impact of teaching physics using a disciplinary literacy framework for instruction across all units in one academic year. Through a suite of vocabulary strategies and lessons that encourage students to write, speak, draw, mathematically translate, and design experiments, students learn to do physics by approximating problems and tasks like physicists. The data from this study suggests that students who exhibit these physicist-like disciplinary literacy behaviors may perform better on math-based assessments so long as they employ disciplinary literacy strategies while problem solving. By teaching via a disciplinary literacy framework, the classroom may become more student-driven where disciplinary literacy behaviors are observable which may result in higher scores on teacher evaluation instruments that favor student-driven instruction. While students that exhibit disciplinary literacy behaviors seem to perform better at math-based problem solving tasks, the relationship between phenomena visualization and corresponding mathematical fluency is less clear and requires further research.
In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom
Author: Lac, Van T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Race,Critical Theory,Teaching Methods,Qualitative Research,Action Research,Secondary School Teachers,Teacher Researchers,Curriculum Development,Equal Education,Minority Group Students,Teaching (Occupation),Career Choice,Theory Practice Relationship,Racial Bias,High School Students,Teacher Attitudes,Student Journals,Student Attitudes,Program Descriptions,Inclusion,Power Structure,Teacher Student Relationship,Semi Structured Interviews

This qualitative research study employs a teacher action research methodology to study how a teacher develops and implements a critical race pedagogy (CRP) curriculum. CRP pairs the liberatory practices of critical pedagogy (Friere, 1970), such a problem-posing classroom and praxis, with the maxims of critical race theory (Delgado &amp; Stefancic, 2000). Situated in a high school teacher pipeline program, this study details how a teacher-researcher developed a curriculum focused on teaching about racial injustice and educational inequality to a group of minoritized youth interested in the teaching profession. The research outlines key levers in her classroom, such as building a classroom community, selecting a range of critical texts, and harnessing dialogue to co-construct knowledge. The author also reflects on challenges that surfaced when moving from theory to practice, such as democratizing the classroom and the unfinished nature on becoming, and offers insights that contribute to the field of teachers-researchers interested in bolstering young people's racial consciousness in schools.
Detached and Unsustainable: Central Tensions in Teacher Research Capstones and the Possibilities for Reimagined Inquiry
Author: Fulmer, Ellie Fitts
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Inquiry,Curriculum,Research Methodology,Elementary Secondary Education,Grade 5,Elementary School Students,Self Evaluation (Individuals),Assignments,Graduate Students,Masters Theses

With increased frequency, teacher education programs require candidates to engage in practice-based research capstones (e.g., Lattimer, 2012; Mule, 2006). Yet, experience provides evidence that newly credentialed teachers regularly disregard the practice of teacher inquiry immediately after graduation, prompting the authors to ask, &quot;how can the teacher research thesis be better utilized to foster a career-long inquiry stance?&quot; This article highlights central tensions in the teacher research theses common in teacher education programs, and suggests a vision for change. Using narrative resonance (Conle, 1996), the authors articulate possibilities for transformed teacher research capstones that are rooted in practitioner inquiry. This argument connects with calls for reflective pedagogy of teacher education (Loughran, 2007), establishing quality in beginning teacher researchers' work (DiLucchio &amp; Leaman, 2012), and cultivating sustainable inquiry practices that teachers can easily draw upon (Beck, 2017; Massey, et al., 2009). Recommendations include, (1) grounding teacher research in a practitioner inquiry framework (Cochran-Smith &amp; Lytle, 2009) as opposed to action research methodologies; (2) inviting practicing K-12 teacher researchers to be research guides; and (3) transforming expectations from an academia-oriented paper to participation in a network of teacher researchers. Through this reimagined practice of beginning teacher research, we suggest increased likelihood of cultivating life-long teacher researchers.
Framing an Urban School Library with the &quot;National School Library Standards&quot;
Author: Keeling, Mary
Date: 2018-00-00
Type: Journal Articles
Subjects: Urban Schools,School Libraries,Library Administration,Standards,Librarians,Partnerships in Education

What is the future of urban school libraries? The American Association of School Librarians (AASL) &quot;National School Library Standards&quot; offer a framework for school librarians to reflect on how they can tailor their professional practice to serve their specific school communities. Through the lens of the standards, school librarians can refine their focus, identify how interrelated Shared Foundations point to possible strategies, and identify shifts in practice to better serve the particular needs of the learners and educators in their buildings. This article offers information for framing an urban school library with the &quot;National School Library Standards&quot;
Beginning and Becoming: Hannah Arendt&apos;s Theory of Action and Action Research in Education
Author: Rogers, Carrie
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Research,Action Research,Theories,Elementary Education,Classroom Research,Quality of Life,Elementary Secondary Education,Elementary School Teachers,Teacher Researchers,Personal Narratives

This paper demonstrates the importance and implications of Hannah Arendt's theory of action for action research. Using examples from my teaching experience I demonstrate the relevance of her ideas in understanding the purpose and aims of action research in the classroom.
Gesture and Signing in Support of Expressive Language Development
Author: Baker-Ramos, Leslie K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Nonverbal Communication,American Sign Language,Expressive Language,Language Acquisition,Children,Down Syndrome,Autism,Pervasive Developmental Disorders,Early Intervention,Speech Language Pathology,Behavior Modification,Therapy,Naturalistic Observation,Parent Participation,Etiology,High School Students,Communication Strategies,Interviews,Surveys

The purpose of this teacher inquiry is to explore the effects of signing and gesturing on the expressive language development of non-verbal children. The first phase of my inquiry begins with the observations of several non-verbal students with various etiologies in three different educational settings. The focus of these observations is to identify current sign and gesture usage and determine the students' abilities to acquire signed language as as additional form of expression and whether or not there is potential value in that acquisition. I also want to explore any differences in signed language acquisition between children with Downs Syndrome and children who are on the Autism Spectrum. The next phase of inquiry includes surveys of Early Intervention speech language and behavioral therapists to establish if signing is a commonly used intervention and determine the therapists' opinions regarding the value of incorporating signing among non-verbal clients. The final phase of this inquiry includes interviews with parents of non-verbal children who have received training in signed language during Early Intervention to explore the family component of learning a second language to facilitate basic communication. Through my work, I hope to encourage larger scale research projects that could determine potential benefits of incorporating signed language throughout a non-verbal child's education.
Okay, Our Courses Are Online, but Are They ADA Compliant? An Investigation of Faculty Awareness of Accessibility at a Midwestern University
Author: Huss, John A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Accessibility (for Disabled),Compliance (Legal),Familiarity,Teacher Attitudes,Online Courses,Civil Rights Legislation,Disabilities,Federal Legislation,Online Surveys,Student Rights,Teacher Responsibility,Higher Education,Educational Resources,Access to Information,Assistive Technology

The purpose of this study was to investigate the current extent of our faculty's familiarity with the rights, responsibilities, and resources pertaining to the Americans with Disabilities Act (ADA) and Section 508 of the Workforce Rehabilitation Act insofar as compliance and accommodations for online courses. Through the collection of data we sought to heighten awareness and encourage faculty members to look at and think about how their online programs and courses are consistent with accessible design, thereby providing a real opportunity for continuous improvement in both course design and implementation. An electronic researcher-created survey instrument revealed that accessibility compliance for sensory disabilities within online courses has not been achieved and a lack of familiarity with the requisite expectations is also very much in evidence. Faculty raised topics such as when courses should be designed to be accessible and who bears ultimate responsibility for compliance. We discuss several initiatives we have brought to our university to facilitate expediency on this matter as well as cultivate a more &quot;humanized&quot; instructor presence within online classes.
Action Research: Can It Be a Means for Helping Teacher Candidates Learn about Student Diversity?
Author: Bates, Alisa
Date: 2010-12-00
Type: Journal Articles
Subjects: Action Research,Student Diversity,Preservice Teacher Education,Teacher Student Relationship,Research Projects,Case Studies,Assignments,Preservice Teachers,Grounded Theory,Student Teachers,Student Teacher Attitudes

Teachers must have professional strategies that allow them to consider what students need in order to be academically successful, and then respond to those needs through instructional and management changes in the classroom. This is not a simple process for any teacher; for a novice teacher, this is a particularly complex challenge as they are still learning to teach while engaged in actual teaching (Darling-Hammond &amp; Bransford, 2005; Wildman, Niles, &amp; Magliaro, 1989). To that end, our work in the preparation of teachers led us to look for strategies that could support novices' attempts to meet students' diverse needs. This paper describes the use of action research as one such strategy in a teacher preparation program focused on preparing teachers for diverse student populations. It was our hope that through engaging in the process of action research, teacher candidates would learn how to recognize, accommodate, and utilize the unique diversity evident in their classrooms.
iCommons: A Future-Focused International School in Mumbai, India
Author: Johnson, Craig
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Schools,School Libraries,Library Role,Educational Change,Library Services,Secondary Schools,Library Materials,Resource Materials

Social, professional, and learning networks have altered the way humans deal with the volume of information that bombards them daily. Traditionally, the library has served as a center of information in our schools. Because the availability and access to information has changed, many institutions, in both business and education, have chosen to rethink the role of the library and its place in schools, communities, and in the world. The American School of Bombay (ASB) understands that libraries are essential to student learning. Their school library's mission is to inspire and support their users towards creative and intellectual achievement while responsibly and ethically learning the value of information, its acquisition, and its use. Committed to student learning, they chose to reinvent their library to best reflect the spirit and the mission of their school. In the process, they discovered a way to both make school libraries relevant in today's technology-driven world and deliver the highest level of teaching and support the highest level of learning for their students. They did this by implementing the iCommons (Information Commons) model which entails designing a physical space that would optimize students' learning. This article describes how ASB decentralized their entire library collection and created elementary school grade-level and secondary school iCommons spaces.