ethanporcaro/eric-fulltext-meta huggingface dataset:
Three Planes of Practice: Examining Intersections of Reading Identity and Pedagogy
Author: Bernstein, Malayna
Date: 2014-12-00
Type: Journal Articles
Subjects: Reading Instruction,Teaching Methods,Identification (Psychology),Self Concept,Personal Narratives,Teacher Influence,Reading Habits,Classroom Observation Techniques,Interviews,Case Studies,Reader Text Relationship,Biographies,Professional Identity

This paper reports on a project that examined teachers&apos; reading identities and explored ways in which those identities were manifested in reading pedagogy and were adopted by students. The paper focuses on one purposively selected teacher and his class. Tom Ziegler&apos;s personal and pedagogical practices were deeply aligned, and his students appeared to &quot;take up&quot; many of his literacy practices as their own. In this way, I examine reading identity on three planes: 1) Tom&apos;s narrative account of how his reading identity developed over the course of his life; 2) how Tom&apos;s reading identity manifested itself in his reading pedagogy; and 3) how students--whose life histories were very different from Toms&apos;--adopted many of his literacy practices.
Writers as Performers: Developing Reflexive and Creative Writing Identities
Author: Ryan, Mary
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Writing,Student Writing Models,Educational Strategies,Writing (Composition),Identification,Identification (Psychology),Writing Instruction,Self Concept,Reflection,Decision Making,Writing Processes,Elementary Education

Writing is a complex and learned activity in that it requires us to shape our thoughts into words and texts that are appropriate for the purpose, audience and medium of a variety of communicative forms. Writers must constantly make decisions about how to represent their subject matter and themselves through language. In this way, writing can be conceptualised as a performance whereby writers shape and represent their identities as they mediate social structures and personal considerations. In this paper I use theories of reflexivity and discourse to analyse interviews and writing samples of culturally and linguistically diverse Australian primary students for evidence of particular kinds of writing identities. Findings indicate a clear influence of particular teaching strategies and contexts on the writing identities of students. I argue that making students aware of their writing choices, the influences on, and the potential impact of those choices on themselves, their text and their audience, is a new imperative in the teaching of writing.
An Exploratory Study on the Digital Identity Formation of Korean University EFL Learners
Author: Lee, Jang Ho
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English (Second Language),Technology Uses in Education,Web 2.0 Technologies,Handheld Devices,Social Networks,Technology Integration,Questionnaires,Semi Structured Interviews,Ecology,Use Studies,Friendship,Peer Relationship,Self Concept,Cooperative Learning,Student Attitudes,Identification (Psychology),Coding,Access to Information,Social Influences,Information Literacy

The present study aims to sketch the contours of new media ecology for Korean university students as well as to examine how these learners shape and negotiate their digital identity by using social networking services and digital devices. It also investigates their use of digital media for learning English as a foreign language (EFL). In total, 652 Korean university students completed a questionnaire, and a subset of this group participated in semi-structured interviews. The findings show that Korean university students are well integrated into new media ecology, and display emerging characteristics such as the use of social networking services on a daily basis, possession of wireless digital gadgets, and experience in studying online lectures. Also, they engage in digital media largely for the purpose of maintaining friendships with their peers and families, but prefer to keep a low profile in networked public cultures and &quot;interest-driven participation&quot; (Ito et al., 2010). On the other hand, these students have utilised new media for EFL learning to a large extent, but they are not fully engaged in globally networked target language communities.
Negotiating Afrikaner Subjectivity from the Post-Apartheid Margins: One Student's Subject Positions in the Discursively Constructed Classroom Space at an Elite English High School
Author: Ferreira, Ana
Date: 2014-12-00
Type: Journal Articles
Subjects: Racial Segregation,Social Change,Indo European Languages,English (Second Language),Race,Ethnicity,Socioeconomic Status,Correlation,Self Concept,High School Students,Student Attitudes,Teaching Methods,Units of Study,Language Arts,Classroom Communication,Selective Admission,Single Sex Schools,Discourse Analysis,Social Theories,Disadvantaged,Language of Instruction,Discussion,Poetry,Focus Groups,Native Language,Foreign Countries

The contemporary South African subject English classroom is a complex space requiring ongoing attention to issues of cultural and linguistic diversity, and frequently manifesting the need to work across historically constructed differences in race, ethnicity and socioeconomic status. This article reports on one aspect of a broader research project, which explores the relationship between identity/subjectivity and pedagogy in a high school subject English classroom during a time of ongoing social change in South Africa. Specifically, it places under scrutiny the multiple subject positions that a selected student, Sonia, takes up in relation to a unit of work that invites students to historicise their identities. This is empirical classroom-based research which, for the purposes of this article, has its focus narrowed to extracts of lesson transcripts where Sonia participates in whole-class discussion, a multimodal artefact she produces collaboratively, and excerpts from a student focus group. Sonia is one of five girls who self-identify as Afrikaans in a Grade 11 subject English classroom at an elite girls' school, where the normative position is that of an English, white, South African student of Anglo-Saxon descent. Using poststructuralist theories of discourse and subjectivity, I analyse a number of pedagogic moments when Sonia's classroom interactions enable her multiple and sometimes contradictory subject positions to become visible. The argument made is two-fold. Firstly, I argue that Sonia's ethnic affiliation with the Afrikaans-speaking community in South Africa produces shifting and contradictory positionings influenced by the repositioning of Afrikaner identity in the social and political landscape post-1994. Secondly, I argue that the discursive manoeuvres made by Sonia could offer insights into the ways in which marginal(ised) subjectivities operate in the discursively constructed classroom space. The implications for discussion-based subject English classrooms are then touched upon.
Look What They Said about Us: Social Positioning Work of Adolescent Appalachians in English Class
Author: Slocum, Audra
Date: 2014-12-00
Type: Journal Articles
Subjects: Adolescents,Rural Areas,Ethnography,Grade 12,High School Seniors,Cultural Influences,Social Attitudes,English,Language Arts,Audio Equipment,Interaction,Semi Structured Interviews,Coding,Student Attitudes,Political Issues,Student Behavior,Interpersonal Relationship,Classroom Communication,Writing Assignments,Social Bias

This paper discusses the social positioning work three Appalachian adolescents engaged in during two literacy events drawn from a year-long critical teacher-researcher ethnographic study in a twelfth-grade English class in a rural Appalachian high school. Data analysis indicates that in these literacy events, the focal students positioned themselves and their communities in relation to discourses on Appalachia for different social and political purposes. This study suggests that attending to the negotiations Appalachian adolescents make in relation to cultural discourses can better support critical, culturally sustaining academic curricula.
&quot;Spaces of Action&quot;: Teaching Critical Literacy for Community Empowerment in the Age of Neoliberalism
Author: Goodman, Steven
Date: 2014-12-00
Type: Journal Articles
Subjects: Critical Literacy,Communities of Practice,Neoliberalism,Social Problems,Case Studies,Citizen Participation,Apprenticeships,Youth Programs,Low Achievement,Poverty,High School Students,Graduation Rate,Rural Areas,Urban Areas,Documentaries,Story Telling,Personal Narratives,Activism,School Community Relationship,At Risk Students

The low educational achievement of our poorest youth is fundamentally a political problem. Against a background of interconnected gaps in educational achievement, health and wealth, and political participation, this paper calls for a liberatory educational praxis that disrupts these reinforcing inequalities. This is a critical literacy grounded in situated learning practices in what we call public &quot;spaces of action&quot;, which may be in school or community settings. Engaging students in community inquiries into the social problems wrought by neoliberal policies, this expanded notion of a critical literacy empowers them with greater confidence and efficacy to break through cultures of silence and form new identities as agents of self-representation and change. We discuss two cases of apprenticeship-like youth media programs that promote civic engagement in communities with virtually identical high poverty and low high school graduation rates: one rural and southern (the Appalachian Media Institute in Kentucky) and one urban and northeastern (the Educational Video Center in New York). Through the process of counter narrative, documentary storytelling and bearing witness to the social problems in their neighbourhoods, students partner with community activists, apply critical literacies, and develop agentive identities as documentary journalists, media artists, and critical citizens affirming their voice and place in their community in solidarity with others struggling for more humane living conditions.
Spoken Grammar and Its Role in the English Language Classroom
Author: Hilliard, Amanda
Date: 2014-00-00
Type: Journal Articles
Subjects: Grammar,Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Phrase Structure,Textbooks,Interviews,Communicative Competence (Languages),Learning Activities

This article addresses key issues and considerations for teachers wanting to incorporate spoken grammar activities into their own teaching and also focuses on six common features of spoken grammar, with practical activities and suggestions for teaching them in the language classroom. The hope is that this discussion of spoken grammar and its place in foreign language instruction, along with the activities, will encourage English-language teachers and textbook writers to incorporate more elements of spoken grammar into their own curricula.
Personal Learning Environments for Supporting Out-of-Class Language Learning
Author: Reinders, Hayo
Date: 2014-00-00
Type: Journal Articles
Subjects: Learner Controlled Instruction,Second Language Learning,Learning Processes,Electronic Learning,English (Second Language),Educational Technology,Educational Environment,Educational Benefits,Independent Study,Technology Integration

A Personal Learning Environment (PLE) it is a combination of tools (usually digital) and resources chosen by the learner to support different aspects of the learning process, from goal setting to materials selection to assessment. The importance of PLEs for teachers lies in their ability to help students develop autonomy and prepare them for lifelong learning. New technologies are making the creation of PLEs easier and their use more effective. Although PLEs can be created without the aid of technology, in this article, author Hayo Reinders, Professor and Director of the online doctoral TESOL program at Anaheim University, considers their use mostly in the context of online resources. Here he also discusses PLEs&apos; use for language learning and looks at ways in which teachers can use them to help students take responsibility for their own learning.
Integrating Environmental Education into a Genre-Based EFL Writing Class
Author: Setyowati, Lestari
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Student Attitudes,Environmental Education,Teaching Methods,Language Styles,Problem Solving,Task Analysis,Interdisciplinary Approach,Writing Instruction,Literary Genres

Although many fields of study are increasingly promoting awareness of the need to protect the ecosystem by thinking and acting &quot;green,&quot; the concept of environmental education actually has a long history; for example, concerns about global environmental problems were discussed at a 1972 United Nations Conference (Nkwetisama 2011), which resulted in the Belgrade Charter (UNESCO-UNEP 1976), a document that sets out six objectives for environmental education: awareness and knowledge of problems, an attitude of concern, skill at overcoming problems, and evaluation of and participation in solutions. Considering the ambitious objectives of environmental education, increasing students&apos; awareness of environmental problems and possible solutions is a challenging task. As suggested by Jacobs and Cates (2012), there is a great need to take action--not just developing awareness but developing an understanding of causes and becoming competent in evaluating plans to deal with problems. The most important objective of environmental education is actually to get students to participate. That objective is a good fit for language teaching and learning, particularly with language-teaching approaches that emphasize participation in learning rather than merely passing tests (Jacobs and Goatly 2000). With participation as the goal, teachers can focus instruction on information and activities that protect the environment. Activities might be directly related to school life, such as adopting a zero-waste classroom policy, growing gardens on the school ground, or bringing nature to the classroom (which can be as simple as having students bring in plants and take responsibility for caring for them). This article suggests practical activities for integrating environmental education into English language teaching (ELT), based on the experiences of one of the authors, who added environmentally related elements to an English as a foreign language (EFL) writing class. Since the general EFL teaching and learning process in the authors&apos; context applies the genre-based approach (GBA), this article also discusses how environmental issues can be incorporated using that approach, especially for teaching the productive skills.
De-Marginalizing Science in the Elementary Classroom by Coaching Teachers to Address Perceived Dilemmas
Author: Berg, Alissa
Date: 2014-06-23
Type: Journal Articles
Subjects: Elementary School Science,Coaching (Performance),Elementary School Teachers,Grade 1,Science Instruction,Case Studies,Comparative Analysis,Problems,Teaching Experience,Accountability,Faculty Development,Participant Observation,Grounded Theory,Time on Task,Teacher Background

This study identifies and explores the dilemmas experienced by three first-grade teachers in teaching elementary school science. The impact of coaching and teachers' career stages on how teachers reconcile their dilemmas was examined. Results of this comparative case study indicate teachers perceived tensions between focusing instructional practice on science versus the other school subjects, tensions between their responsibility to teach science and their lack of a science background, and tensions between using their curriculum as a script, supplement, starting point, or not all. Participants reconcile their common dilemmas in different ways. Extent of teaching experience; comfort level with teaching reading, writing, and mathematics; and the sense of accountability teachers feel to teach science are related to how effectively dilemmas are addressed. The amount of time spent with the science coach-researchers is tied to the amount of time science is taught and the extent to which teachers address dilemmas in reform-oriented ways
Principals' Sensemaking of Coaching for Ambitious Reading Instruction in a High-Stakes Accountability Policy Environment
Author: Matsummura, Lindsay Clare
Date: 2014-06-23
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Comprehension,Coaching (Performance),Reading Instruction,High Stakes Tests,Accountability,Educational Policy,Qualitative Research,Educational Strategies,State Standards,Educational Change,Research Methodology,Teacher Administrator Relationship,Instructional Design,Program Implementation,Structured Interviews,Elementary Secondary Education

In the present exploratory qualitative study we examine the contextual factors that influenced the implementation of a multi-year comprehensive literacy-coaching program (Content-Focused Coaching, CFC). We argue that principals' sensemaking of the dialogic instructional strategies promoted by the program in light of high-stakes accountability policies influenced coaches' work with teachers. Principals' views of the efficacy of the teaching strategies promoted by CFC for meeting accountability targets influenced how principals socially positioned coaches in schools (i.e., the degree to which they promoted coaches as sources of expertise to teachers), and the extent to which the coaching received by teachers focused on implementing dialogic teaching practices. Our results also suggest that principals' sensemaking of the program was for the most part consistent across years, even in the face of shifting accountability status and changes in district leadership. Implications of our findings for improving the implementation of coaching programs are discussed.
What Would It Cost to Coach Every New Principal? An Estimate Using Statewide Personnel Data
Author: Lochmiller, Chad R.
Date: 2014-06-23
Type: Journal Articles
Subjects: Beginning Principals,Coaching (Performance),State Surveys,Personnel Data,Data Analysis,Cost Indexes,Cost Effectiveness,Costs,Leadership Training,Expenditure per Student,Professional Development,Educational Practices,Educational Strategies,Audits (Verification),Training Methods,Educational Administration,Elementary Secondary Education,Operating Expenses

In this paper, I use Levin and McEwan's (2001) cost feasibility approach and personnel data obtained from the Superintendent of Public Instruction to estimate the cost of providing coaching support to every newly hired principal in Washington State. Based on this descriptive analysis, I estimate that the cost to provide leadership coaching to every newly hired principal as an induction support would range between $153,000 and $845,000 per year representing a per pupil cost between $4.01 and $12.35, respectively, depending on the amount each leadership coach receives in compensation. A more conservative approach that provides coaching support only to newly hired principals working in high poverty schools would cost the state between $143,975 and $443,000 per year representing a per pupil cost between $4.20 and $12.92, respectively, depending on the amount each leadership coach receives in compensation. Implications for coaching and principal professional development are discussed within the context of policy decisions. In particular, the article considers whether coaching is a financially feasible professional development strategy and how new information about the per pupil cost of coaching might better inform ongoing policy discussions related to leadership coaching.
Understanding Relationship: Maximizing the Effects of Science Coaching
Author: Anderson, Ruth
Date: 2014-06-23
Type: Journal Articles
Subjects: Mixed Methods Research,Longitudinal Studies,Science Instruction,Coaching (Performance),Interviews,Classroom Observation Techniques,Journal Writing,Training Methods,Program Effectiveness,Best Practices,Correlation,Teacher Improvement,Instructional Improvement,Time on Task,Interprofessional Relationship,Supervisor Supervisee Relationship,Elementary School Teachers,Secondary School Teachers,Teacher Surveys,Trust (Psychology),Competence,Role Perception,Teacher Collaboration,Teacher Attitudes,Experienced Teachers,Faculty Development,School Districts

There is growing empirical evidence that instructional coaching can help teachers transfer their learning from professional trainings (e.g., new strategies) to classroom practice and that coaching promotes greater collaboration and reflection among teachers. At the same time, however, research on the effectiveness of particular coaching models and the underlying reasons for their effectiveness is only beginning to emerge. Why does coaching &quot;work&quot; when it does? What causes it to break down and to what extent can it be repaired? Our five-year mixed methods study of science instructional coaching in a single school district set out to answer these and other questions. Data from multiple sources (surveys, interviews, classroom observations and coaching logs) confirmed a strong correlation between improvements in teacher practice and the time teacher and coach spend together (at least 10 hours for elementary teachers and 20 for secondary) the focus of their work (narrow as opposed to broad); and most importantly, the quality of their professional relationship. In this paper, we present preliminary findings from a follow-up analysis intended to help explicate how relationships seemed to matter in coaching. We believe the findings from the secondary analysis help to clarify coaching interactions and to specify what contributes to or detracts from their productivity. These findings may not only help to inform decisions related to the design, implementation and ongoing maintenance of coaching programs but also provide fodder for considerations related to the organizational capacity, flexibility and adaptability of the schools and school systems.