ethanporcaro/eric-fulltext-meta huggingface dataset:
Recasting Non-Cognitive Factors in College Readiness as What They Truly Are: Non-Academic Factors
Author: Sommerfeld, Amanda
Date: 2011-00-00
Type: Journal Articles
Subjects: Grade Point Average,College Preparation,Semantics,Standardized Tests,Academic Achievement,Scores,College Readiness,Research,Cognitive Processes,College Students,College Admission,Higher Education,Success,Predictive Validity

Against the backdrop of traditional measures of college readiness (i.e., high school GPA, standardized test scores, and high school rank), the consideration of "non-cognitive" factors marked a significant departure when they were first discussed as integral aspects of college success. Used to refer to any characteristic, ability or disposition that was theorized to affect college success or retention, the term "non-cognitive" became a kind of a catchall for any variables beyond those "cognitive" or "intellectual" variables listed above. However, the term "non-cognitive" is now and has always been a misnomer, used to refer to a vast array of constructs, many of which reflect cognitive process. Now, this could be considered simply a semantic issue; "non-cognitive," "dispositional" or "non-academic," what difference does it make if there is shared understanding of what the term refers to? The problem is that there isn't shared understanding and as a result this essential area of study has been compromised by critiques and misunderstandings, causing not only confusion about how these factors affect college readiness, but also general skepticism about their utility in predicting college success. It seems, then, that for more transparent discourses to take place about the multifaceted nature of college readiness, this crucial area of research must be recast, enhancing the clarity of the field in order to provide a linguistic grounding for future research. With this in mind, as a preliminary step the author proposes that "non-cognitive" be replaced with the more appropriate "non-academic" term, thereby elucidating the true distinction that researchers are making between various contributing factors to college preparation and success. (Contains 1 table.)
Gender Inequities in University Admission due to the Differential Validity of the SAT
Author: Nankervis, Bryan
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Academic Achievement,Validity,Mathematics Tests,Admission Criteria,Statistical Analysis,Gender Bias,College Entrance Examinations,Gender Differences,Scores,College Preparation,Access to Education,Standardized Tests,Test Construction

Males have significantly higher average scores than females on the SAT I quantitative section, which is designed to predict first-year college success in mathematics. However, it has been shown that gender gaps in performance on the SAT I have little to do with college readiness; rather they are due to the misaligned content of the instrument, as well as the environment in which the exam is administered. A statistical analysis of selected university admission criteria reveals specific examples of gender inequity that result from the differential validity of the SAT. This study informs research on access to postsecondary education and has far-reaching implications for the design and administration of standardized mathematics tests utilized in the admission process at many universities. (Contains 5 tables.)
Changing Literacies, Changing Populations, Changing Places--English Teachers' Work in an Age of Rampant Standardisation
Author: Comber, Barbara
Date: 2011-12-00
Type: Journal Articles
Subjects: English Teachers,Academic Standards,Foreign Countries,Student Diversity,Literacy Education,Reading Skills,Standardized Tests,High Stakes Tests,Equal Education,Teaching Methods

School-age populations in many nations are becoming increasingly diverse (in terms of languages, countries of origin, ethnicity, faith traditions and so on) especially in low socio-economic communities where recent arrivals tend to be accommodated. In Australian classrooms, it is not unusual for a single classroom to include children who speak many different languages. Their family trajectories to their current dwellings and lifeworlds may be very different from each other. Catastrophic weather events and other disasters change the very landscapes in which families and teachers work. At the same time, what constitutes literacy continues to evolve as new technologies and communication media enable different forms of meaning-making. Yet simultaneously, what counts as literacy is increasingly &quot;fixed&quot; by the normative demands of high-stakes, standardised tests. This paper employs Hilary Janks' (2010) synthesis model of critical literacy to explore some of the risk and possibilities for innovative and equitable pedagogy inherent in this contemporary demographic, policy and practice mix. (Contains 1 table and 5 footnotes.)
Creating Multimodal Metalanguage with Teachers
Author: Cloonan, Anne
Date: 2011-12-00
Type: Journal Articles
Subjects: English Curriculum,Literacy,Teachers,Metalinguistics,Language Usage,Foreign Countries,Visual Perception,Spatial Ability,Nonverbal Communication,Auditory Perception,Acoustics,Ideology,Faculty Development,Grade 5,Grade 6,Participatory Research,Interviews,Observation,Focus Groups,English Instruction

Curriculum guidelines, including the emergent Australian curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2009-10), indicate expectations that teachers will support their students' interpretation and creation of multimodal texts. However, English curriculum guidelines are yet to advise on a detailed metalanguage to support teacher and student discussion of the meaning-making dimensions of multimodal texts. Theoretical work on the development of multimodal metalanguage is in its early stages, lacking ready application for use in diverse classroom contexts. This article reports on research into applications of a framework designed to help teachers add depth and breadth to teaching and learning about multimodal meanings through development of a metalanguage (Cope &amp; Kalantzis, 2000). While application of this framework in middle-years classrooms was initially found to be problematic, working in collaboration with teachers this framework was adapted and enriched for classroom use. This resulted in a refined framework which can be used in classrooms for stimulating metalanguage to describe multimodal texts. (Contains 6 tables and 5 footnotes.)
The Influence of Peer Group Response: Building a Teacher and Student Expertise in the Writing Classroom
Author: Dix, Stephanie
Date: 2011-12-00
Type: Journal Articles
Subjects: Expertise,Communities of Practice,Self Efficacy,Peer Groups,Writing Workshops,Foreign Countries,Data Analysis,Peer Influence,Writing Instruction,Writing Skills,Teacher Collaboration,Teacher Competencies,Peer Evaluation

New Zealand students in the middle and upper school achieve better results in reading than they do in writing. This claim is evident in national assessment data reporting on students' literacy achievement. Research findings also state that teachers report a lack of confidence when teaching writing. Drawing on the National Writing Project developed in the USA, a team of researchers from the University of Waikato (New Zealand) and teachers from primary and secondary schools in the region collaborated to &quot;talk&quot; and &quot;do&quot; writing by building a community of practice. The effects of writing workshop experiences and the transformation this has on teachers' professional identities, self-efficacy, and their students' learning provided the research focus. This paper draws mostly on data collected during the first cycle of the two-year project. It discusses the influence of peer group response--a case study teacher's workshop experiences that transformed her professional identity, building her confidence and deepening her understandings of self as writer and ultimately transforming this expertise into her writing classroom practice. (Contains 2 figures and 3 footnotes.)
Local Appropriation of Global Communication Forms: A Micro Case Study of Teacher and Learners' Uses of Mass Media Genres
Author: Jackson, Fiona M.
Date: 2011-12-00
Type: Journal Articles
Subjects: Mass Media Use,Global Approach,English Instruction,Case Studies,Epistemology,Critical Literacy,Media Literacy,English Teachers,Secondary School Teachers,High School Students,Grade 10,Learning Activities,Advertising,Popular Culture,Foreign Countries

Conceptual Blending Theory (CBT) (Fauconnier &amp; Turner, 2002), a cognitive theory of human processes of innovation, can be productively used alongside critical literacy approaches, for the analysis of how teachers and learners draw selectively, transformatively and purposively from aspects of the mass media. While numerous studies have pointed to the complexity of the relationship between globalised mass media forms and local cultures, highlighting intricate bi-directional flows of influence, there is still much to be learned of the nature of individual take-up of the global within the local, particularly with respect to youth in school settings. CBT offers a set of tools with which to peel open certain pedagogic processes and products, gaining a clearer vision of parts of their components and inner workings. In this paper I analyse qualitative data showing how one South African English teacher and a group of her Grade 10 learners draw from mass media genres of advertising, infomercials, talk shows and popular music, and blend these with elements of local culture and pedagogic genres, in order to meet their specific, localised communicative purposes. In the light of this analysis, I also consider implications for the use of mass media genres and products within English education, for the promotion of critical media literacy amongst learners. (Contains 4 figures and 2 footnotes.)
Culturally Relevant Pedagogy and Critical Literacy in Diverse English Classrooms: A Case Study of a Secondary English Teacher's Activism and Agency
Author: Lopez, Ann E.
Date: 2011-12-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Grade 12,English Teachers,Poetry,English Instruction,Critical Reading,Activism,Student Diversity,Teaching Methods,Secondary School Teachers,Case Studies,Cultural Awareness,Social Justice,Cultural Differences,Foreign Countries

As classrooms become more diverse, not only in North America, but in most Western Countries, calls for more culturally relevant pedagogies that centre the lived experiences of diverse students have taken on greater importance and significance. This is in response to the need for increased engagement and educational success for all learners. I argue that there is need to support teachers who are willing to take on this complex task by providing examples of ways culturally relevant teaching can be implemented in their classrooms. I present the common elements of culturally relevant pedagogy and critical literacy through performance poetry in a grade 12 English class. I conclude with a discussion of the complexities of this kind of teaching praxis and what might be some insights not only for English teachers, but educators who are seeking to find ways of better understanding how to implement culturally relevant practices in their classrooms. (Contains 6 footnotes and 1 figure.)
Online Collaboration of English Language Teachers for Meaningful Professional Development Experiences
Author: Kabilan, Muhammad Kamarul
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Virtual Classrooms,Professional Development,English (Second Language),Teacher Collaboration,Computer Mediated Communication,English Teachers,Second Language Learning,Second Language Programs,Social Networks,Network Analysis,Reflection,Program Effectiveness,Learning Experience,Task Analysis,Teacher Attitudes,Teacher Education Programs

This article reports on an online collaborative project between English language teachers pursuing a degree in TESL/TESOL from three universities in Malaysia--Universiti Sains Malaysia (USM), Universiti Teknologi Malaysia (UTM) and Universiti Kebangsaan Malaysia (UKM). A total of 142 teachers were involved in the study and about three to eight teachers from each university were grouped and assigned a virtual classroom in Nicenet's Internet Classroom Assistant (&quot;www.nicenet.org&quot;) where online discussions took place. Each group's main task was to produce an online newsletter that highlights three major topics--project work in TESOL, linguistics in language teaching and learner strategies. A qualitative study was then carried out to identify the teachers' meaningful experiences in the project and how it had enriched their professional development. The data obtained from the teachers' reflective reports indicates four main facets of meaningful professional development experiences--envisioning of professional development, gaining and enhancing skills, sharing and exchanging, and socialising. (Contains 2 tables and 2 figures.)
The Impact of CLIL on L2 Vocabulary Development and Content Knowledge
Author: Xanthou, Maria
Date: 2011-12-00
Type: Journal Articles
Subjects: Video Technology,Experimental Groups,Control Groups,Reading Comprehension,Learning Processes,Grade 6,Vocabulary Development,Second Language Learning,Elementary School Students,Science Instruction,Language of Instruction,English (Second Language),Greek,Native Language,Teaching Methods

This paper examines whether students involved in CLIL are able to learn content through the medium of L2 and simultaneously exhibit significant gains in L2 vocabulary knowledge. Two experiments were set up in two public primary schools. Two groups of 6th grade students participated in each experiment. The first group was taught three 80-minute Science lessons through the medium of L2 English, while the second group was taught the same content through the medium of L1 Greek. The outcomes demonstrated a significant effect of CLIL (p= 0.001) on L2 vocabulary knowledge of the experimental groups, which outperformed the control groups that were not exposed to CLIL. A significant effect (p= 0.000) of treatment on content knowledge was shown for both experimental and control groups. Observation of three video-taped Science lessons provided more information about the learning processes allowing benefits for CLIL students. Avenues for further related research are discussed. (Contains 1 figure.)
Collaborative Consciousness-Raising Tasks in EAL Classrooms
Author: McNicoll, Josh
Date: 2011-12-00
Type: Journal Articles
Subjects: Learning Theories,Socialization,Maintenance,Foreign Countries,Test Construction,Task Analysis,English (Second Language),Second Language Learning,Metalinguistics,Females,College Students,Single Sex Colleges,Pretests Posttests,Grammar,Language Tests,Second Language Instruction

The present study investigates learning gains resulting from collaborative consciousness-raising (CR) tasks. For this purpose, text reconstruction and text repair tasks, two varieties of CR, were adapted from previous CR studies and administered to EAL (English as an Additional Language) learners in a women's university in South Korea. We implemented a pre-test, post-test and delayed-test design, with each dyadic CR task measuring student knowledge of different grammatical elements of English. The participants were shown to make learning gains resulting from text repair tasks, but not from their text reconstruction counterparts. These findings suggest that text repair tasks may be pedagogically preferable to text reconstruction, when promoting focus on form and dyadic discussion of specific linguistic aspects of the target language. This article ends with a brief summary of considerations from social learning theory that can aid the teacher in promoting collaborative behaviour during pair work and how CR tasks can be adapted for various learning groups. (Contains 4 extracts, 2 footnotes, 1 table and 1 figure.)
From I-Search to iSearch 2.0
Author: Alvey, Tara L.
Date: 2011-12-00
Type: Journal Articles
Subjects: Writing Processes,Writing Instruction,Web 2.0 Technologies,Search Strategies,Student Research,Research Projects,Academic Discourse,Secondary School Curriculum,Discovery Learning,Discovery Processes,Inquiry,Learning Strategies,Writing for Publication,Reflection,Self Evaluation (Individuals)

This classroom narrative proposes a process for reinventing academic research and writing in secondary schools for the 21st Century. We build on Macrorie's (1988) I-Search paper, drawing on affordances of Web 2.0 technologies and culture, to initiate the iSearch 2.0 process. iSearch 2.0 consists of four phases: 1) messing about and trying on questions; 2) exploring and expanding the edge of knowledge; 3) publication; and 4) reflection and self-assessment. This new academic research and writing process makes it possible for students to investigate and try out possible research topics, actively participate in the social construction of knowledge, trace sources efficiently, create meaningful products, and distribute information (regarding both the process and products of research) widely. iSearch 2.0 allows students to receive feedback from broad publics during the process of research and also to utilise multiple methods and compositional modes for self-reflection. Assessment strategies for iSearch 2.0 can incorporate interest communities outside the school and should consider the process and products of inquiry. (Contains 1 table and 1 figure.)
Living in the iWorld: Two Literacy Researchers Reflect on the Changing Texts and Literacy Practices of Childhood
Author: O'Mara, Joanne
Date: 2011-12-00
Type: Journal Articles
Subjects: Learner Engagement,Expertise,Educational Practices,Foreign Countries,Educational Technology,Teaching Methods,Technology Uses in Education,Mass Media Effects,Mass Media Role,Mass Media Use,Computer Literacy,Technological Literacy,Multiple Literacies,Influence of Technology,Developmental Tasks,Childhood Interests

In this article we document observations of our own young children's usage of technology in their "out-of-school" worlds. How might these technologies and practices be changing the understandings and usage of texts and literacies of the children who enter into classroom spaces? What transformative possibilities might these home technology practices announce for teaching and learning within classroom environments? In both Canadian and Australian curriculum documents, as well as in OECD reports, the need to develop innovative approaches to educational practices and the inclusion of digital technologies is acknowledged as necessary in facing 21st century challenges. We provide examples linking to media news stories in both countries, addressing the use of touch-screen technologies in schooling and examine how these presentations are very different from the practices we have observed in our homes, where the children have relative openness and freedoms with their device usage. Within the article we demonstrate, using media links and images, the ways in which our own children have begun to navigate digital devices and texts and to create new sorts of narratives that open possibilities for literacies in multiple ways, as "creators", "designers", and experts. We argue that, once translated into classroom practice, technological tools tend to be "domesticated" by practices that resist the transformative affordances of these tools, and may even provide barriers to student engagement and practice. Finally, we conclude the article by making some practical suggestions for creating opportunities for transformative technology use in education. (Contains 3 figures and 2 footnotes.)
From a Formalist to a Practical Aesthetic in Undergraduate Theatre Studies: Becoming Relevant in the Twenty-First Century
Author: Berkeley, Anne
Date: 2011-09-21
Type: Journal Articles
Subjects: Aesthetics,Undergraduate Study,Theater Arts,College Curriculum,Curriculum Development,Hermeneutics,Relevance (Education)

As a new century unfolds, the "downsizing" and continuing marginalization of the humanities, including theatre, in American higher education correspond to three trends in the academy. First, in response to the fiscal crises that began in the late 1970s, universities have increasingly turned to the private sector for financial support as federal and state funding has been reduced. Second, universities have become progressively more market-driven, and so, commercialized. In this context, departments in the arts and humanities are often accused of losing their intellectual anchors. Third, students' intentions for the bachelor of arts degree have simultaneously shifted from developing intellectual qualities and a philosophy of life to that of preparing for economic security. As a consequence of the changing definitions of liberal arts education, subjects in the arts and humanities will have to reconsider their missions and curricular practices in order to attract students and remain relevant. (Contains 9 footnotes.)
Private Perceptions, Public Reflections: Aesthetic Encounters as Vehicles for Shared Meaning Making
Author: White, Boyd
Date: 2011-09-04
Type: Journal Articles
Subjects: Aesthetics,Experience,Art Products,Responses,Discipline Based Art Education,Art Criticism

This paper begins with a brief discussion of aesthetic theory, especially as it relates to art education. Then, to see how theory may apply to practice, it describes an investigation into the manner in which encounters with artworks unfold, how meanings are constructed and values articulated, based on the study of four volunteers' interactions with two artworks that lend themselves to variable responses, especially in regard to social and cultural issues. The study relies on participant mapping of the individual moments of their encounters and their subsequent reflections on the experience. (Contains 3 endnotes, 2 tables, and 3 figures.)
Feeling It Is How I Understand It: Found Poetry as Analysis
Author: Wiggins, Jackie
Date: 2011-12-18
Type: Journal Articles
Subjects: Poetry,Inquiry,Evaluation Methods,Musicians,Music Education,Interviews,Motion,Kinesthetic Methods

This paper tells the story of a researcher's analysis process that became a journey to an unfamiliar place and, ultimately, to a new way of conceiving analysis and a new way of seeing--at least, new to the author as researcher. The study was an analysis of interview data gleaned from a series of conversations about what it is to be a musician. She had interviewed about forty highly accomplished professional musicians inviting them to talk about their musicianship and how they think they learned what they know--from whom, under what circumstances, and at what points in their lives. From transcription and analysis of the transcripts and recordings, a wide range of themes had emerged, reflecting visions of musicianship, the nature of participants' music learning experiences, and insight into their musical lives. In this paper, the author explores one of these themes: the physical nature of musical knowing and experience. She had invited each musician to engage in an open-ended, semi-structured interview lasting two to three hours. Most participants were Western art musicians: (1) performers; (2) conductors; (3) composers; (4) teachers; and (5) scholars. Several were professional jazz musicians. Some of the art musicians also had extensive experience with other genres, often jazz or rock, and in a few cases, non-Western music or American folk music. (Contains 7 footnotes and 1 figure.)