ethanporcaro/eric-fulltext-meta huggingface dataset:
The Current Landscape of the School Librarianship Curricula in USA
Author: Yi, Kwan
Date: 2014-00-00
Type: Journal Articles
Subjects: School Libraries,Library Education,College Curriculum,Masters Programs,Course Descriptions,Classification,Courses,Differences

The current landscape of the School Librarianship educational programs and curricula of master's degrees in the USA has been explored. The master's programs are currently offered in the following four venues: (1) programs that are American Library Association (ALA) accredited but not American Association of School Librarians (AASL) recognized, i.e., ALA Only; (2) AASL recognized but not ALA accredited, i.e., AASL Only; (3) both ALA accredited and AASL recognized, i.e., Both; and (4) neither recognized nor accredited, i.e., Neither. The objectives of this study are to examine the characteristics of the School Librarianship programs and to investigate and compare the topical coverage of School Librarianship curricula across four different venues. For this study, a total of 1,150 course titles and descriptions of 84 School Librarianship master's degree programs were collected. In the analysis, both manual classification and automated machine classification using Latent Semantic Analysis have been applied to discover the characteristics and the topical coverage of School Librarianship curricula. Some major findings of this study are as follows: First, the similarity of four School Librarianship curricula from four venues in terms of program features is uncovered as: AASL Only--Neither--Both--ALA Only. Second, the most popular topic/class in the coverage of library science courses is the &quot;Services to User populations.&quot; Third, in terms of the topical coverage of non-library science courses, the AASL Only encompasses the broadest coverage, which is followed by, in decreasing order of coverage: AASL Only, Neither, and Both. The empirical results provide crucial comparative data for School Librarianship programs contemplating future or current changes in response to changing technological and vocational demands.
The Effect of Metadiscourse Instruction on Iranian EFL Learners&apos; Speaking Ability
Author: Ahour, Touran
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Oral Language,Control Groups,Teaching Methods,Pretests Posttests,Experimental Groups,Language Proficiency,Language Tests,Comparative Analysis,Undergraduate Students,Teacher Education,Language Teachers,Associate Degrees,Interrater Reliability,Statistical Analysis,Instructional Effectiveness

This study attempted to unveil the effect of metadiscourse instruction on the improvement of the speaking ability of Iranian EFL learners. After the administration of a language proficiency test, 34 homogeneous participants were assigned into the experimental and control groups. Then, the two groups were compared on their speaking ability. After the homogeneity of the participants was confirmed, both groups underwent 4 sessions of instruction. The experimental group received metadiscourse instruction, while the control group received no instruction. At the end of the treatment, both groups took part in the speaking posttest. The results indicated that the speaking performance of the experimental group was significantly higher than the control group. In addition, the comparison of the pretest and posttest of the experimental group proved an improvement in their speaking ability; while the same comparison in the control group didn't suggest any improvement. Therefore, teachers can benefit from metadiscourse instruction to enhance the speaking ability of their students.
Constructing the Taiwanese Component of the Louvain International Database of Spoken English Interlanguage (LINDSEI)
Author: Huang, Lan-fen
Date: 2014-00-00
Type: Journal Articles
Subjects: Interlanguage,Databases,English (Second Language),Second Language Learning,Interviews,Gender Differences,Standardized Tests,International Assessment,Oral Language,Foreign Countries,Computational Linguistics,Age Differences,Profiles,Native Language,Familiarity,Language Proficiency,Applied Linguistics,Contrastive Linguistics,Student Attitudes,Majors (Students),Undergraduate Students,Language Tests,Questionnaires

This paper reports the compilation of a corpus of Taiwanese students' spoken English, which is one of the sub-corpora of the Louvain International Database of Spoken English Interlanguage (LINDSEI) (Gilquin, De Cock, &amp; Granger, 2010). LINDSEI is one of the largest corpora of learner speech. The compilation process follows the design criteria of LINDSEI so as to ensure comparability across the sub-corpora. The participants, procedures for data collection and process of transcription are all recorded. Fifty third- or fourth-year English majors in Taiwan were given recorded interviews in English. Each interview was accompanied by a profile containing information about such learner variables as age, gender, mother tongue, country, English learning context, knowledge of other foreign languages, and amount of time spent in English-speaking countries and such interviewer variables as gender, mother tongue, knowledge of foreign languages and degree of familiarity with the interviewees. Data on another variable, the learners' English proficiency level based on the results of international standardised tests, was collected; this is not available in other sub-corpora of LINDSEI. The participants' proficiency was similarly distributed across B1 to C1 levels in the Common European Framework of Reference. The structure of the Taiwanese sub-corpus is discussed in comparison with eleven other published sub-corpora. The preliminary investigation, using corpus-linguistic approaches, reveals overall statistical information about the Taiwanese component and Version 1 of LINDSEI. The lexical analyses of the top 50 words and chunks show the characteristics of spoken English in the Taiwanese sub-corpus. The contributions and research potential of this newly-developed learner corpus are discussed, followed by an example of Contrastive Interlanguage Analysis of the most common chunk, &quot;I think,&quot; in the Taiwanese learners' speech. The release of this learner corpus is merely the first step. It is hoped that more corpus research will be done on Taiwanese learners, that corpora of other speech genres will be compiled and that research results will contribute to relevant areas in Applied Linguistics. [Note: Correction notice is here - http://www.tjtesol.org/index.php/current-issue/80-vol-15-2/430-correction-notice.html]
Mediated Language Immersion and Teacher Ideologies: Investigating Trauma Pedagogy within a &quot;Physics in Spanish&quot; Course Activity
Author: Settlage, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Immersion Programs,Second Language Instruction,Teaching Methods,English Language Learners,Preservice Teachers,Student Attitudes,Social Attitudes,Student Diversity,Trauma,Power Structure,Classroom Techniques,Physics,Science Instruction,Methods Courses,Language of Instruction,Emotional Response,Check Lists,Observation,Case Studies,Spanish,Bilingual Students,Attitude Change,Barriers,Consciousness Raising

Trauma pedagogy occupies an intriguing space within the discourse about effective teaching of culturally and linguistically diverse students, particularly in relation to preservice teacher notions of power. One set of messages received by future teachers strongly advocates for asserting authority within the classroom by taking control via strict routines. However, to prepare culturally and linguistically responsive teachers, research showed trauma pedagogy as a tool for disrupting preservice teachers' preconceptions about ELLs and unsettled their perceptions about teaching in diverse settings. This article's intent is to provide reasons for hope, endorse regard for difference, and embrace individual identity (especially ethnicity and language) as salient to the prospects of becoming a successful teacher. To this end, the authors investigated how participation in a mediated language immersion experience influenced preservice teachers' views about culturally and linguistically diverse students.
Reacting to the Script: Teach for America Teachers&apos; Experiences with Scripted Curricula
Author: Mittenfelner Carl, Nicole
Date: 2014-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Beginning Teachers,Disadvantaged,Low Income Groups,Public Schools,Urban Schools,Charter Schools,School Turnaround,Educational Change,Change Strategies,Program Effectiveness,Teacher Attitudes,Curriculum,Scripts,Educational Legislation,Federal Legislation,Teacher Role,Test Coaching,Teaching Methods,Mixed Methods Research,Surveys,Interviews,Professional Autonomy,Teacher Evaluation

As the face of education in Philadelphia's public schools changes in response to budget constraints and politics, current &quot;Teach For America&quot; (TFA) corps members' roles have also changed. These changes have resulted in the majority of second-year TFA corps members being relocated from school district to charter-managed schools, many of which have adopted scripted curricula. This study sought to understand the following question: How do second-year TFA teachers placed in charter or turnaround schools in Philadelphia experience scripted curricula in their classrooms? An additional aim of this study was to contribute to the overall understanding of the effects of educational reforms, such as scripted curricula, on teachers and their autonomy and efficacy. The goal was not to evaluate TFA or the effectiveness of scripted curricula; rather, this study examined how TFA teachers perceive and experience such curricula. This study presents potential implications for TFA to consider when addressing scripted curricula in their teacher-training programs. This study also has possible implications for schools, districts, and policies dealing with issues of teacher retention, satisfaction, and professionalism.
Helping Pre-Service Mathematics Teachers Connect Theory and Practice: Using Reading, Writing, and Observation Protocols to Structure Field Experiences
Author: Cross, Stephanie Behm
Date: 2014-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Interviews,Preservice Teacher Education,Student Attitudes,Reading Assignments,Writing Assignments,Observation,Experiential Learning,Program Effectiveness,Literature Reviews,Student Teaching,Reflection,Mathematics Instruction,Methods Courses,Middle School Teachers,Journal Writing,Mentors

The authors designed the project described her in order to address their students' expressed frustrations at the perceived disconnect between theory and practice. The project combined course readings, journaling, collaboratively created observation protocols, and classroom observation into a semester-long iterative assignment. The students' work on this project, and the resulting impact on professional capital, is the focus of this study. Using data from course artifacts, interviews, and written reflections, the authors focused their study on one central research question: What is the impact of a collaborative, semester-long, reading-writing-observation project on pre-service teachers' ability to connect theory and practice? In this article, they include a review of the literature, offer a short description of the methods followed by a detailed description of the Theory-into-Practice (TIP) project, and report their findings. The authors conclude by discussing the potential impact of the project on their students' developing professional capital, share missed opportunities for learning, offer project modifications, and suggest potential implications for teacher education.
What Students Need: Exploring Teachers&apos; Views via Imagined Role-Playing
Author: Zazkis, Rina
Date: 2014-00-00
Type: Journal Articles
Subjects: Role Playing,Teaching Methods,Scripts,Mathematics Instruction,Teacher Attitudes,Masters Programs,Faculty Development,Mathematics Teachers,Student Needs,Elementary School Mathematics,Elementary School Teachers,Middle School Teachers,Secondary School Mathematics,High Schools,Principals

Role-playing is an unscripted dramatic technique that encourages participants to improvise behaviors that illustrate expected actions of persons involved in defined situations. However, among various uses in developing professionals, the use of role-playing in teacher education is rather rare. To give all students the opportunity to participate in the role-playing scenario, the authors turned to imagined role-playing that is, writing a script for a dialogue between characters. The authors considered this to be imagined (rather than enacted) role-playing. In particular, the authors aimed at addressing the research questions: What is revealed by the scripts composed by practicing teachers about their views on the teaching of mathematics? What is revealed in the perceived concerns of a colleague or an administrator? In this study the scripts produced by participants demonstrated their views of teaching, analysing where their emphasis on students' intellectual needs as learners becomes apparent. They also demonstrated participants' perceptions of which traditional views they may be facing in their practice. Further, the exercise helped in articulating their argument for their instructional approaches and beliefs, should the script become a reality rather than an imagined role-play.
Challenging Idealism: Pre-Service Teachers&apos; Core Beliefs Before, During, and after an Extended Field-Based Experience
Author: White, John W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Beliefs,Philosophy,Student Attitudes,Preservice Teachers,Methods Courses,Secondary Education,Cooperating Teachers,Observation,Interaction,Instructional Effectiveness,Teaching Methods,Context Effect,Experiential Learning,Attitude Change,Program Effectiveness

Teacher beliefs have for some time been directly linked to teacher actions. What teachers believe about curriculum, pedagogy, their students, and the greater goals of education itself influences their instructional behaviors and resultant decision-making. This study sought to analyze how experiences influence changes in beliefs, can provide insights into ones effectiveness, and act as a tool for program evaluations. Two major themes emerged from this study. First, that students' initial beliefs changed very little, considering the spectrum of possible changes and the myriad contexts and experiences they witnessed in their classroom placements. Second, in those instances in which there were significant shifts in students' beliefs, these shifts followed two distinct patterns: (1) they shifted toward the epistemologies and beliefs that guided their professors' instruction; or (2) they shifted away from the best practices described in educational research and toward the pragmatic but status quo oriented educational practices that they had previously decried.
Facilitating Peer Discourse to Support Third Graders&apos; Comprehension of the News
Author: Jordan, Michelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Newspapers,Current Events,Reading Comprehension,Classroom Communication,Discussion (Teaching Technique),Group Discussion,Scaffolding (Teaching Technique),Facilitators (Individuals),Discourse Analysis,Affordances,Teacher Role,Learning Activities,Reader Text Relationship

This study explored how one third-grade teacher facilitated daily peer-led discussions around articles from a local newspaper. Two students were assigned to select and summarize an article, then lead a whole-class discussion with the teacher's help. The teacher differentially scaffolded engagement with newspaper articles, adaptively responding to different pairs of student-reporters as he corrected comprehension failures and guided summarization attempts. The teacher played two main roles during the whole-class discussions: facilitating construction of meaning by acting as an intermediary between students and the complex texts, and supporting students' self-management of conversation by acting as a discussion moderator. Illustrative examples are provided and implications for practice are discussed.
Comparing Classroom Interactive Behaviors of Science and Non-Science Pre-Service Teachers
Author: Bergman, Daniel
Date: 2014-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Preservice Teachers,Classroom Observation Techniques,Methods Courses,Science Teachers,Secondary School Teachers,Questioning Techniques,Inquiry,Science Instruction,Learner Engagement,Teacher Behavior,Academic Achievement,Test Items,Student Centered Learning,Teaching Methods,Statistical Analysis,Science Education

This study compared classroom interactive behaviors of science pre-service teachers and pre-service teachers of other subjects. Participants included pre-service teachers enrolled in a general methods course for secondary educators and its school-based fieldwork counterpart. Statistical tests found that science pre-service teachers had fewer incidents of &quot;teacher talk&quot; (lecturing, giving directions), and more frequently asked closed-ended questions than their non-science counterparts. There was no significant difference in the frequency of asking open-ended questions or with types of responding behaviors. Implications include the important role of teacher preparation programs and faculty in exposing future teachers to pedagogical strategies necessary for effective instruction.
Disruptive Practices: Enacting Critical Pedagogy through Meditation, Community Building, and Explorative Spaces in a Graduate Course for Pre-Service Teachers
Author: Helmer, Kirsten
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Critical Theory,Metacognition,Sense of Community,Graduate Students,Educational Practices,Ethnography,Classroom Environment,Interaction Process Analysis,Teaching Methods,Teaching Models,Creative Teaching,Participant Observation,Semi Structured Interviews

This study showcases classroom interactions that reveal the transformational potential of educational practices which disrupt traditional notions about teaching and learning. These disruptive practices create qualitatively different social relations within a classroom which open spaces for students to co-create knowledge in new and creative ways. Based on an ethnographic study, conducted in a foundational course for pre-service teachers, that explored the pedagogical practices of a teacher educator committed to a social justice-based critical pedagogy, analysis of classroom interactions revealed the following disruptive teaching practices: providing spaces for creative explorations, a focus on community building, and using secular mindfulness practices.
Moving from the &quot;If&quot; to the &quot;How&quot;: Improving Instructional Quality by Delineating Stages of Teacher Effectiveness
Author: Charalambous, Charalambos Y.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Instructional Improvement,Instructional Effectiveness,Educational Quality,Educational Practices,Educational Change,Teacher Education,Teacher Improvement,Educational Research

Looking across the papers of this special issue, Volume 48, Number 2 and Volume 49, Number 1, this commentary paper suggests that by attempting to set stages of teacher effectiveness, collectively these five papers contribute toward making a step from exploring if teachers matter for student learning to understanding how teachers could be supported to improve the quality of their work and how this, in turn, could enhance student learning. After identifying methodological strengths of these papers, their three main perceived contributions to teacher education and policymaking are outlined. Areas for further consideration and ways in which the work reported in these papers could be advanced are also provided. By pointing to different future paths of this work, this paper makes a case about how promising the shift from the &quot;if's&quot; to the &quot;how's&quot; advanced in this paper collection could be.
The Effects of Two Intervention Programs on Teaching Quality and Student Achievement
Author: Azkiyah, S. N.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Academic Achievement,Intervention,Educational Quality,Teacher Improvement,Foreign Countries,Standards,Classroom Observation Techniques,Effect Size,Control Groups,Research Design,Comparative Analysis,Pretests Posttests,Experimental Groups,Statistical Analysis,Correlation,Factor Analysis

This paper compares the effectiveness of two interventions aimed to improve teaching quality and student achievement in Indonesia. The first intervention was the use of education standards, while the second one was the combination of education standards with a teacher improvement program. The study involved 50 schools, 52 teachers, and 1660 students. Teaching quality was measured through classroom observations and student achievement was assessed with a performance test. The multilevel analysis showed student achievement improved only in the second intervention group, whereas the analyses of difference and effect size showed teaching quality in the same group improved only in the first half of the intervention program.
Using the Dynamic Model to Identify Stages of Teacher Skills in Assessment
Author: Christoforidou, Margarita
Date: 2014-00-00
Type: Journal Articles
Subjects: Models,Teaching Skills,Teacher Evaluation,Mathematics Tests,Teacher Competency Testing,Questionnaires,Semi Structured Interviews,Item Response Theory,Educational Practices,Elementary School Teachers,Self Disclosure (Individuals),Item Analysis,Summative Evaluation,Alternative Assessment,Educational Objectives,Comparative Analysis,Measurement Objectives,Foreign Countries,Likert Scales

The article presents the results of two cross-sectional studies that investigate teachers' skills in using various techniques of assessment in mathematics by taking into account the four phases of assessment. The five dimensions of the dynamic model are also taken into account in proposing a framework for measuring teacher skills in assessment. These two studies were conducted in different countries, Cyprus and Greece, and data were collected through a self-report questionnaire. Semi-structured interviews were also conducted and the internal validity of the study was supported. Using the Rasch and the Saltus models, it was found that assessment skills can be grouped into four types of assessment behavior which are discerned in a distinctive way and move gradually from skills associated with everyday assessment routines to more advanced skills concerned with differentiation in assessment. Comparing the findings of the two studies, it is shown that the same stages were identified through both studies. Implications of these findings for further research are drawn.
Exploring the Social Validity of Teacher Praise Notes in Elementary School
Author: Howell, Angela
Date: 2014-00-00
Type: Journal Articles
Subjects: Positive Reinforcement,Intervention,Teacher Attitudes,Student Attitudes,Parent Attitudes,Parent Surveys,Teacher Surveys,Student Surveys,Classroom Techniques,Teacher Student Relationship,Parent School Relationship,Positive Behavior Supports,Likert Scales,Student Behavior,Interpersonal Communication,Elementary Schools

The use of teacher-written praise notes has the potential to positively influence student classroom behavior and relationships. However, few studies have examined the social validity of praise in schools. The purpose of this study was to evaluate student, teacher, and parent perceptions of a school-wide praise note intervention implemented by teachers at a Title I elementary school. Social validity surveys were completed by 23 teachers, 203 parents, and 203 students at the end of the school year. Results indicated that participants believed praise notes helped improve classroom behavior, relationships, and home-school communication. Results also suggested that praise notes were sustainable and had a good level of teacher buy-in, though suggestions for improvement were noted. Implications and limitations of this study are addressed.