ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Cyberbullying on Students and Schools
Author: Beghin, Hannah
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Children,Adolescents,School Role,Teacher Role,Professional Development,Staff Development,Student Diversity,Intervention,Student Welfare

Cyberbullying is a problem that affects students and schools. As more children and adolescents have contact with devices, the likelihood of cyberbullying has become more prevalent. Cyberbullying affects the learning of children within class, as the students become self-conscious or distracted. Schools should have clear directives for taking cyberbullying action, and should support professional development for teachers so they can learn what they can do to when dealing with cyberbullying in their classrooms. To reduce cyberbullying, classrooms should celebrate and support student diversities, and students should be taught about how to be caring when interacting with others online.
The Importance of Relationship Building with ADHD Students
Author: Lasko, Brittany
Date: 2020-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Teacher Student Relationship,Classroom Techniques,Behavior Problems,Self Efficacy,Academic Achievement,At Risk Students,Time Management

ADHD's becoming more prevalent in classrooms speaks to how schools must train and support their teachers to stop and work with their &quot;non-stop&quot; students to build a strong relationship with them. This concept becomes challenging when behaviours get in the way of learning, and teachers lack confidence to teach and support students with ADHD. There are many techniques teachers can use to help these students be successful. In order for these strategies to work, a teacher must understand that none of these techniques will be successful without building a positive relationship with a student who has ADHD.
Leading through Dialogue: Reflections on a Yearlong Mentoring Program in English Education
Author: Chisholm, James S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mentors,Beginning Teachers,English Teachers,Language Arts,Preservice Teachers,Teacher Educators,Preservice Teacher Education

Although much deserved attention has been paid recently to the mentoring and development of beginning English and language arts (ELA) teachers in middle and secondary school settings, we know relatively little about effective approaches to mentoring beginning English teacher educators. As a community of professionals dedicated to the teaching and learning of English, language arts, and literacy studies, the mentoring and professional development of English teacher educators occupies an important place in our field; yet, it is an area that has been severely underrepresented in research and suggestions for best practice. Toward that end, we describe how the nature of our extended participation in a professional mentoring program for beginning English education faculty members led to dialogic exchanges in which participants posed questions and developed useful approaches to addressing those questions about ELA instruction. Our review of our online dialogue revealed the need to begin a conversation about the important role that mentors play in leading the development of ELA teachers/teacher educators within our community of education professionals and reminded us that dialogue and trust with a colleague can lead to innovative approaches to questions about being and becoming an ELA teacher/teacher educator.
Defending Rural Schools
Author: Salamondra, Tracey
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Schools,Educational Quality,Student Experience,Educational Policy,Misconceptions,Preservice Teacher Education,Foreign Countries,Academic Achievement,Teacher Persistence,Faculty Development,Elementary Secondary Education

The benefits and deficits of rural education are under-researched. Clarity, in regards to the quality of education and student experience, is essential to guide future policies at all levels of power. Educators require a deeper understanding of educational research to guide their practice and dispel community misconceptions. Increasing student achievement should be the primary focus for teachers, principals, and upper administrators. Universities need to adapt their practice to prepare teacher candidates for rural teaching positions, and school divisions must increase support to teaching staff for the challenges they face.
Is Group Therapy Effective?
Author: Mashinter, Patricia
Date: 2020-00-00
Type: Journal Articles
Subjects: Group Therapy,Counseling Techniques,Barriers,Interpersonal Communication,Mental Disorders,Counseling Effectiveness,Family Counseling,Counselor Role

The efficacy of group therapy as a counselling method is examined. Factors that reinforce the effectiveness of group therapy include the necessity of communication amongst the human species, the longevity of the practice of group work in the field of therapy, and the empirical research suggesting the success of the method. Barriers to the success of group therapy are considered, such as public misconceptions, ethical challenges and problems with maintaining confidentiality. A balanced appraisal of both the pros and cons are deliberated. Group therapy is determined to be a valuable method of counselling.
Supporting Individuals with Rubinstein-Taybi Syndrome in Education
Author: Delaquis, Breanna
Date: 2020-00-00
Type: Journal Articles
Subjects: Genetic Disorders,Students with Disabilities,Student Needs,Individual Characteristics,Physical Disabilities,Intellectual Disability,Developmental Disabilities,Behavior Problems,Cognitive Ability

Educators will be tasked with planning for children with many different needs. The aim of this article is to provide specific information about Rubinstein-Taybi Syndrome (RTS) to those who may be interested. This syndrome is rare and has not been well researched. This article contains information about the physical, cognitive, and developmental differences of a child with RTS. There are also recommendations for working with children who have RTS.
From Outsiders to Partners: Reimagining School Social Workers as School Leaders
Author: Berg, Kyle
Date: 2020-00-00
Type: Journal Articles
Subjects: School Social Workers,Leadership Role,Partnerships in Education,Role Perception,Professional Identity,School Administration,Self Advocacy,Misconceptions,Foreign Countries,Children,Mental Health,Student Needs

School social workers possess a unique perspective and skill set for school leadership. However, common conceptualizations of the role have unnecessarily limited this capacity, and as a result, school social workers have struggled to carve out an identity in education. By reframing the role of school social workers as school leaders, schools will have an opportunity to leverage their best qualities. Social workers who are willing to work closely with school administrators, build strong partnerships with schools, and advocate for themselves as school leaders stand to gain a great deal from added legitimacy to their role.
Learning to Write in Writing Centers: The Racial Experiences of Two Mexican Students
Author: Pimentel, Octavio
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing Instruction,Laboratories,Writing (Composition),Racial Discrimination,Student Experience,Mexican Americans,Hispanic American Students,Critical Theory,Race,College Students

This article examines racist discourses and how they operate within writing centers. The data presented emerged from qualitative interviews that were conducted with two participants. In theorizing the data gathered from Mexican American students about their writing center experiences, the author applies a Critical Race Theory (CRT) and LatCrit lens to conceptualize how issues of race appear within writing centers. The article concludes with suggestions for anti-racist practices in writing centers and classrooms.
High School Teachers&apos; Attitudes toward Inclusion: A Canadian Perspective
Author: Cayer, Randeen M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Inclusion,Teacher Attitudes,Students with Disabilities,Regular and Special Education Relationship,Urban Schools,Teaching Experience,Educational Resources,Faculty Development,Teacher Behavior,Cognitive Processes,Affective Behavior

This study investigated Canadian high school teachers' attitudes toward the inclusion of students with special education needs in the general classroom environment. Teachers' cognitive, affective, and behavioural attitudes toward inclusion were examined. Data were collected by using a 7-point Likert scale survey called the Inclusion Scale for High School Teachers created by Dr. Catherine Ernst (2006). The survey, which included a demographic questionnaire as well as cognitive, affective, and behavioural attitude statements regarding inclusive practices, was conducted with a population of 150 high school teachers from a single urban school division in a large city in central Canada. Participants' demographic information was analyzed using descriptive statistics. The Somers' Delta (&quot;Somers&quot; D) statistic was used to determine the strength and relatedness of the independent variables of teacher demographics and school environmental variables to the dependent variable of teacher attitude. Findings showed that high school teachers' attitudes toward inclusion were more positive than negative. The teachers' behavioural attitudes toward inclusion were most positive, while their affective attitudes toward inclusion were least positive. The demographic variables with the greatest influence on teacher attitudes toward inclusion were (a) experience as lead teacher in an inclusive setting, (b) access to human resources and supports, and (c) professional development and training related to inclusion. This study is of particular importance because it is the first study to focus specifically on Canadian high school teachers' attitudes toward inclusion.
A Picture Is Worth a Thousand Words: A Kindergarten Illustration Study
Author: Isom, Christie
Date: 2014-00-00
Type: Journal Articles
Subjects: Freehand Drawing,Kindergarten,Preschool Children,Writing Processes,Writing Instruction,Illustrations,Active Learning,Inquiry,Developmentally Appropriate Practices,Class Activities

Engaging young students in an authentic writing process is an important part of their literacy development. Equally important is maintaining a developmentally appropriate classroom where young students explore, create, and play. In this article, the author shares her endeavors into implementing an illustration study during writer's workshop and how it supported the development of her kindergarten students' writing skills. Using an inquiry-based method of learning, the students explored mentor texts, charted their noticings, and created picture books with the support of teacher minilessons and conferences. At the end of the study, the students showed characteristics of quality writing in pictures and words, high motivation, and deliberate decision making.
Insights from a Literacy Tutor: A Case Study of Critical Reading and Writing Instruction with a Struggling Reader
Author: Morton, Tami B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Tutors,Tutoring,Elementary School Students,Grade 4,Reading Instruction,Writing Instruction,Critical Reading,Reading Difficulties,Reading Comprehension,Reading Improvement,Reading Aloud to Others,Teaching Methods,Reading Skills,African American Students,Females,Writing Skills,Culturally Relevant Education,Story Telling,Classroom Communication

This article shares the insights of a tutor as she works with a fourth-grade African American girl. For this case study, the authors use interactive read-alouds and writing samples to document the reading and writing events of this yearlong tutorial experience. They report on the power of critical literacy to engage a developing reader and improve her comprehension. These findings suggest that taking a critical literacy lens encourages struggling readers to use their strongest assets--the power of listening and speaking. This research also provides insights for teachers in helping students of all ages experience success as they attempt to improve their reading skills.
Making Time for Meta Moments: Effective Closure for the Secondary Classroom
Author: Abshire, Britt-Marie Kristina
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Teachers,English Teachers,Metacognition,Lesson Plans,Reading Writing Relationship,Learning Strategies,Teaching Methods,Reflection,Self Efficacy

Despite its importance, many teachers overlook a vital component of the lesson cycle--closure. This article explains how a high school English teacher implements Meta Moments, a systematic time for closure that fosters metacognitive habits in students.
Introducing Controversy in a Secondary English Language Arts Classroom to Invoke Critical Thinking
Author: Matson, Sandra F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Controversial Issues (Course Content),Secondary School Students,Language Arts,Critical Thinking,Learner Engagement,Teaching Methods,Beliefs,Visual Aids,Peer Evaluation

Teaching struggling secondary students concepts that lead to critical thinking and writing forced the author to find methods to increase engagement and motivation. Using controversial topics proved to be a successful vehicle for embedding concepts and skills while engaging all students in meaningful discussions and assignments. In this article, the author explains how the events of 9/11 and the controversial theories regarding the crash of Flight 93 were used to teach critical examination of multiple texts and persuasive writing using textual evidence to support a stance. The author discovered that introducing controversy increased student engagement and taught students to read critically and write persuasively.
Effective Sheltered Content Instruction for English Language Learners
Author: Desjardins, Agnieszka
Date: 2020-00-00
Type: Journal Articles
Subjects: English Language Learners,Teaching Methods,Public Schools,Student Needs,Second Language Learning,Teamwork,Foreign Countries,Immigrants,Student Diversity,Teacher Role,Administrator Role,Professional Development

With the continued influx of youth newcomers in public schools, teachers need more supports to meet the diverse academic and linguistic needs of English Language Learners (ELLs). This article focuses on a sheltered content basis for instruction, whereby content area curriculum and language learning are taught simultaneously. Effectiveness and challenges of sheltered content instruction is discussed, and Sheltered Instruction Observation Protocol (SIOP) is suggested as a framework for high quality teaching. With the support of a strong administrative team, trained teachers of SIOP, and collaboration among a school team, SIOP can serve as an effective tool for teaching ELLs.
Promoting Numeracy through a Family Math Night
Author: Skyhar, Candy
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Activities,Family Programs,College School Cooperation,School Community Programs,Parent Participation,Teacher Attitudes,Preservice Teachers,Teacher Collaboration,Educational Games,Mathematics Skills,Skill Development,Parent Attitudes

Over the past decade, the international (PISA) and national (CMEC Pan-Canadian Assessment), standardized testing results have shown that students in Manitoba have relatively low results in the area of mathematics when compared to the rest of Canada. This article discusses a project that was devised as a means of reaching out to a school community in order to support numeracy development. The local Family Math Night (FMN) hosted as part of this research project fostered positive relationships between school, university, and community; engaged parents and students in curriculum-based mathematics activities in a supportive, non-threatening, and fun atmosphere; and potentially had a positive effect on teacher perceptions of parental involvement and school-parent partnerships. The emergent school-wide follow-up event provided teacher candidates with opportunities to plan for and engage with students in an authentic way, and opened up dialogue between university and school/division faculty and students in a productive and collaborative manner. The surveys conducted two months after the FMN revealed a lasting effect in terms of families continuing to play the games at home, and a palpable sense of appreciation for connections made between home and school. Family Math Nights have the potential to foster stronger school, university and community partnerships, as well as a greater appreciation for the value of mathematics and numeracy skills at the local level.
Using Primary Sources in Content Areas to Increase Disciplinary Literacy Instruction
Author: Lawrence, Salika A.
Date: 2019-06-00
Type: Journal Articles
Subjects: Primary Sources,Content Area Reading,Literacy,Social Studies,High School Teachers,Middle School Teachers,Student Centered Learning,Urban Schools,Local History,Professional Development,Teacher Developed Materials,Active Learning,Inquiry,World Views,Relevance (Education),Electronic Libraries

This paper describes how a three-day summer workshop on using primary sources helped teachers increase the emphasis placed on disciplinary literacy when teaching social studies and history. Two specific issues in teacher education and practice are addressed. First, increasing teachers' content knowledge of history topics can help them plan lessons that connect local and global events. Second, content area reading requires literacy practices, which are unique to disciplines. Therefore, teachers need to apply historical inquiry and disciplinary literacy methods in the curriculum.
Primary Teachers&apos; Use of Communicative Strategies for Linguistically Diverse Learners: A Cross-Cultural Case Study
Author: Mongillo, Geraldine
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Language Usage,Spanish Speaking,Communication Strategies,Cross Cultural Studies,Semitic Languages,Language of Instruction,Native Language,Teaching Methods,Teacher Student Relationship,Elementary School Students,Standard Spoken Usage,Language Variation,Case Studies

The purpose of this study was to investigate the use of communicative strategies employed by two primary grade teachers whose students' home language differed from the language of instruction. The communicative strategies examined included verbal, gestural, and other visual modes of interaction within classroom discourse to promote student learning. One school we studied was in Northern Israel and one was in New Jersey in the US. In Israel, the teacher taught using formal Modern Standard Arabic while the children were familiar only with Spoken Arabic. In New Jersey, the teacher taught using English while the students were largely from Spanish-speaking homes. Neither teacher had special training in working with diverse language learners. Findings generated two major categories of communicative strategies utilized by both teachers: &quot;Concretization&quot; of abstract concepts and &quot;Situational Language Use.&quot; The significance of this study is that it addresses the need identified by practitioners and researchers worldwide for improved literacy and mathematics teaching and learning for diverse language learners.
Assessment Literacy: Implications for the Literacy Professional
Author: Kabuto, Bobbie
Date: 2020-05-00
Type: Journal Articles
Subjects: Assessment Literacy,Reading Teachers,Graduate Students,Specialists,Testing,Test Interpretation,Literacy,Informal Reading Inventories,Elementary School Students,Misconceptions,Oral Reading,Reading Comprehension,Teacher Education

This article explores how the general term of assessment literacy can be specified to the area of reading through the lens of the informal reading inventory, Qualitative Reading Inventory-5. This article will investigate the common misconceptions that teachers, who were enrolled in a graduate program to become state-certified specialized literacy professionals, had when conducting and interpreting the QRI-5. The data that will be presented is from a project that examined the theories that undergird informal reading inventories, and how teachers understood these theories. We will then include recommendations for improving assessment literacy for developing specialized literacy professionals.
Family Literacy Engagement: Parents&apos; Perceptions of Their Home Learning Practices
Author: Smith, Nichole L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Family Literacy,Parent Attitudes,Kindergarten,Elementary School Students,Family Involvement,Children,Racial Differences,Gender Differences,Family Life,Reading Aloud to Others,Parent Teacher Cooperation,Family Needs,Academic Achievement,Parent Role,Emergent Literacy

The researcher in this study examined parents' perceptions of the engagement activities in their homes. Parents of elementary school students in one southeastern United States school district were asked to participate in this study. Findings related to literacy, academic, and family engagement. Parents' preparedness to assist their children with reading and their related needs were also examined. Relationships between race and gender showed significance when considering children's access to academic and literacy materials as well as family engagement in educational practices including literacy. Literacy program providers, including those that educate parents, may consider this information when providing literacy support to families as they engage in their children's literacy development.
The Use of Kolb&apos;s Learning Styles Inventory (LSI) in School Settings
Author: Villanueva, Fritzgerald
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Style,Measures (Individuals),Instructional Effectiveness,Reliability,Construct Validity,Psychometrics,Learning Processes,Educational Environment

Proponents of learning styles-based instruction recommend using learning styles inventories in school settings. One such inventory is Kolb's Learning Style Inventory (LSI). Critics, on the other hand, discourage the use of such questionnaires because of some challenges associated with learning styles-based instruction. Despite these challenges, learning styles-based instruction continues to thrive because of the proponents' effort to ground learning styles in sound pedagogy. Consequently, the use of Kolb's LSI in school settings is worthwhile.
Sentence Construction: Supporting Elementary Students&apos; Editing Skills
Author: Traga Philippakos, Zoi A.
Date: 2019-06-00
Type: Journal Articles
Subjects: Sentences,Sentence Structure,Editing,Elementary School Students,Grammar,Common Core State Standards,Oral Language,English Instruction,Language Arts,Literary Genres,Instructional Effectiveness,Writing Instruction,Writing Skills

Writing and writing clearly is a highly complex activity that requires the coordination of several processes and subprocesses for it to be effective and purposeful. Across those demands, syntax and the ability to express ideas with clarity can significantly affect a writer's ability to communicate (Berninger, Nagy, &amp; Beers, 2011) and the quality of their work (Crowhurst, 1983); thus, a writer may have knowledge about a topic but might not be able to compose clear sentences to share this message. The purpose of this paper is to explain specific instructional practices that can be applied at the editing stage and support learners' editing skills and expression. In the first section of this article, the argument for syntactic control is made that supports stylistic choices and incorporates oral language. Then the specific expectations for grammatical knowledge by the developers of the Common Core State Standards are explained. Finally, the specific practices are shared within a comprehensive approach to writing that addresses genre (Philippakos &amp; MacArthur, in press) and systematically teaches the writing process.