ethanporcaro/eric-fulltext-meta huggingface dataset:
The Necessity of Mentoring Programs in the North
Author: Bowman, Miranda
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Rural Areas,Rural Education,Teacher Responsibility,Educational Resources,Teaching Conditions,Faculty Workload,Faculty Development,Teacher Persistence,Adjustment (to Environment)

Mentoring programs are beneficial in northern or rural Canadian communities. Educators teaching in these areas often have higher demands placed upon them and encounter different challenges including higher workloads, a lack of personal and professional resources, and difficulties adjusting to life in isolated communities. Mentoring programs provide the opportunity to improve teaching ability, provide professional development, enhance school climate, and promote teacher retention.
Implementation of a Response to Intervention in Rural Early and Middle Years Schools
Author: Fraser, Alann
Date: 2018-00-00
Type: Journal Articles
Subjects: Response to Intervention,Foreign Countries,Rural Schools,Middle Schools,Elementary Schools,Principals,Best Practices,Program Implementation,Program Effectiveness

This qualitative study explored the experiences of administrators while implementing Response to Intervention (RTI) in early/middle years schools in rural Manitoba. Six principals were interviewed to discover how they experienced the implementation process and to glean advice for other administrators who were beginning the process of implementing RTI. Data were collected through recorded phone interviews with each participant by the researcher. The decision to implement RTI resulted from a need to support students who presented gaps in their skills. The decision was made by principals and superintendents in order to close the skill gaps. The principals shared the experiences that they encountered during the implementation process as well as expected and unexpected results of implementing RTI in the school. The principals provided advice that would support an administrator new to the process of implementing RTI in a rural early or middle years school. The study also revealed some resources, professional development, and strategies to effectively implement RTI.
Reconciliation in the Classroom
Author: Warrington, Colleen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Canada Natives,Teacher Role,Classroom Environment,Culturally Relevant Education,Interpersonal Relationship,Curriculum,Course Content,Conflict Resolution

Canada is beginning to work toward reconciliation with Indigenous people. Serious mistakes have been made in the educational system which have led Canada to the current situation in which relationships with Indigenous people are in need of repair. This paper outlines the ways in which classroom teachers are integral to the reconciliation process through relationships, physical spaces, and lesson content. Through personal relationships between Indigenous and non-Indigenous people, culturally inclusive physical spaces, and curricular content that includes Indigenous perspectives, classroom teachers will contribute to reconciliation with Indigenous people in Canada.
Reflective Practice to Guide Teacher Learning: A Practitioner&apos;s Journey with Beginner Adult English Language Learners
Author: Playsted, Skye A.
Date: 2019-10-00
Type: Journal Articles
Subjects: Reflective Teaching,Novices,English Language Learners,Refugees,Foreign Countries,Mentors,Beginning Teachers,Young Adults,Critical Theory,Culturally Relevant Education,Trauma,Relocation,English Teachers,English (Second Language)

Reflective practice in TESOL is widely used in pre-service and in-service teacher education contexts and is regarded as beneficial for ongoing professional learning. While models of reflective language teaching vary, they all aim to improve classroom outcomes for teachers and students. A holistic approach to reflective practice includes teachers' beliefs, philosophies and the interaction of their teaching practices with moral and social issues outside the classroom as part of the self-reflective teaching process (Farrell, 2015; Larrivee, 2000). Reflecting on the teaching journey in this way can help teachers make sense of how individual beliefs about teaching interact with professional experiences, and how these interactions inform decisions in the classroom. The aim of this narrative paper is to describe the developmental process I went through during my first year as a teacher of beginner, refugee-background students in an adult migrant English language teaching program in Australia. Self-reflective data primarily sourced from teaching journals kept during my first year of teaching were analysed using Farrell's (2015) Framework for Reflecting on Practice. Following a brief introduction of the framework, its application to this current study is discussed. Findings highlight the important roles philosophy, theory, critical reflection and mentors played in my pedagogical decision-making and overall learning processes. The paper concludes with a discussion about implications for ESOL teachers, graduate students and educators in TESOL teacher education programs.
English as a Foreign Language Teacher Immunity: An Integrated Reflective Practice
Author: Rahmati, Teymour
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Public Schools,High School Teachers,Parent Aspiration,Low Income,Self Esteem,Negative Attitudes,Language Attitudes,Educational Facilities,Teacher Attitudes,Foreign Countries,Student Motivation,Coping,Teacher Student Relationship,Reflective Teaching,Social Influences,Cultural Influences

The present study explored the development of language teacher immunity among Iranian in-service English as a Foreign/Second Language (EFL) teachers (N=15) working at public high schools. Drawing on semi-structured interview data, the study found that low self-confidence, students' demotivation, low income, limited facilities, lack of enough time to teach English, parental expectations, and negative attitudes toward English were the main triggers of language teacher immunity among the participants. Reflecting on those disturbances, the participants employed certain coping strategies such as prior preparation, establishing a good rapport with learners, and exercising agency in providing required facilities and negotiating objectives with learners' parents. The strategies adopted by the participants revealed that reflective practice should be an integrated undertaking involving reflection on personal, sociocultural, and educational factors rather than being limited to practice per se. The study introduced &quot;imposed maladaptive immunity&quot; as a transitional stage from exercising agency to setting into a state of complete indifference due to lack of support from macro-level educational policy makers. Finally, the study implied that language teacher education programs should raise EFL teachers' awareness of the developmental stages of language teacher immunity as an integrated reflective practice.
The Relationship between Students Living in Poverty and Those Who Teach Them
Author: Calder, Suzanne
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Low Income Students,Poverty,Low Achievement,Academic Achievement,Teacher Student Relationship,Partnerships in Education,School Community Relationship

There is a correlation between students living in poverty and low academic achievements. Students who live in poverty often come to school with less knowledge and experiences than their peers. Communities these students live in, and the schools they attend, do not always have the resources to attain higher educational accomplishments. Educators must recognize poverty as an issue and build relationships with these students while in their classrooms and schools. Educators should also partner with members of the communities to create projects where students can have pride in their academic accomplishments, and also within the communities in which they live.
A Case Study of the Experiences and Perspectives of Hispanic Immigrant Parents on Heritage Language Maintenance and Bilingual Education in the Rural Community of Brandon, Manitoba
Author: Serrano-Hidalgo, Erika
Date: 2018-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Parents,Immigrants,Language Maintenance,Bilingual Education,Rural Areas,Foreign Countries,Cultural Maintenance,Language Usage,Spanish Speaking,Family Environment,Power Structure,Family School Relationship,Teacher Role,Native Language

This qualitative embedded case study investigated the experiences and perspectives of 16 first-generation Hispanic immigrant parents on heritage language maintenance and bilingual education in the City of Brandon, Manitoba. Erika Serrano-Hidalgo conducted 5 individual face-to-face semistructured interviews followed by three focus group interviews with 11 Hispanic immigrant parents. The participants were divided into two subunits of analysis: Colombian, Honduran, and Salvadoran (CHS); and non-Colombian, non-Honduran, and non-Salvadoran (non-CHS). The study first examined the views that Hispanic immigrant parents have about the maintenance of Spanish among their children. Second, the study identified the difficulties that Hispanic immigrant parents experienced in their efforts to preserve Spanish as the heritage language. Third, the research identified strategies that Hispanic immigrant parents used in their homes to help their children to preserve Spanish. Fourth, the research examined power relations reflected in the experiences of Hispanic parents in their interactions with the school and examined how the nature of these relations impacts the home language maintenance among children. Finally, the study described the parents' perspectives of how school authorities, teachers, and the community can support them in preserving their native language and making informed decisions regarding heritage language maintenance and bilingual education. This article shares the study findings and recommendations.
Solutions to Indigenous Personal Barriers from the Author&apos;s Perspective
Author: Armstrong, Ellana
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Culturally Relevant Education,Barriers,Cooperative Planning,Mental Disorders,Learner Engagement,Cultural Maintenance,Canada Natives,Student Needs

Providing pathways to Indigenous student success in Canada has proven difficult for educators over the past decade. Many Indigenous voices have been heard since the Truth and Reconciliation has become headline news, but most Western educators do not yet have the knowledge and understanding to properly teach culturally accurate and appropriate lessons, including the current and historical implications of residential schools. On a daily basis, Indigenous students face barriers such as mental illness, disengagement from the educational system, and a loss of culture. As such, providing school staff with cultural sensitivity training, focusing on the strengths of our Indigenous students with compassion and love, and inviting Elders and Indigenous resource workers to collaborate in lesson planning are all viable solutions to increase the success of our Indigenous students.
Inclusion in Schools: Gender and Sexual Diversity
Author: Bradshaw, Gina
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Student Diversity,LGBTQ People,Educational Environment,Social Justice,School Policy,Bullying,School Safety,Curriculum,Clubs,Teacher Role

Gender and sexual diversity (GSD) needs to be identifiable, included in curriculum, and accepted in schools. School leaders need to advocate for policies to include a queer-inclusive curriculum. A gay-straight alliance is an extra-curricular group that promotes diversity and supports gender and/or sexually diverse students. Schools need to support GSD in the curriculum and resources. GSD needs to be a priority for schools to include for gender and/or sexually diverse students to feel welcome.
Women and Job Satisfaction in Today&apos;s Canadian Armed Forces&apos; Climate
Author: Pahl, Pamela S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Employed Women,Military Personnel,Gender Issues,Adjustment (to Environment),Sexual Harassment,Occupations,Motivation,Intervention,Pregnancy,Child Care,Barriers

Women continue to struggle in order to integrate successfully into the Canadian Armed Forces (CAF). The study presented in this article examined the cultural experiences of ten non-commissioned female-identified members serving in the ranks of Corporal to Sergeant in male-dominated, non-combat arms occupations. The volunteers were asked 28 questions in a confidential one-on-one setting, including 5 questions regarding the CAF's Operation HONOUR initiative. The final results of the study, combined with prior research, revealed limitations and produced recommendations for practice and future CAF research, in order to improve functioning and the experiences of Canada's servicewomen in particular.
Reflective Practice in English Language Teaching in Indonesia: Shared Practices from Two Teacher Educators
Author: Cirocki, Andrzej
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Reflective Teaching,Teacher Educators,Professional Continuing Education,Inservice Teacher Education,Preservice Teachers,English Teachers,English (Second Language),Workshops

This article presents how reflective practice is promoted through continuing professional development (CPD) workshops for pre- and in-service EFL teachers in Indonesia. The purpose of such workshops is threefold: to encourage teachers to take responsibility for their professional growth; to guide teachers in selecting specific aspects of practice for further development; and to stimulate teachers to reflect individually and collectively on the teaching-learning process to deliver successful lessons and maximise student learning. With this in mind, the current contribution starts by operationalising the concept of reflective practice and describing reflective practitioners. It also details when, how and why English language practitioners should engage in reflective practice. The article concludes with a set of useful activities that help transform English language teachers into reflective practitioners.
Funding Issues and Proactive Responses in Special Education
Author: Chartrand, Shandel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Finance,Financial Support,Special Education,Educational Policy,Funding Formulas,Student Diversity,Inclusion,Resource Allocation,Student Rights,Students with Disabilities

This article looks at some of the issues and possible responses for funding in special education, with a focus on the author's experiences as a special education teacher in Manitoba. Issues include making necessary changes to align funding with changes in policy, the problems associated with several different funding models, and the practicality of providing tiered levels of funding in diverse, inclusive classrooms. Programming alternatives include using tiered levels of funding to redistribute resources, training educators to implement inclusive strategies effectively, and keeping in mind the reason for a need to alter funding formulas to respect the rights of our students.
Reading: Children with Down Syndrome
Author: Bazin-Berryman, Mireille
Date: 2018-00-00
Type: Journal Articles
Subjects: Down Syndrome,Reading Skills,Word Recognition,Phonological Awareness,Orthographic Symbols,Reading Comprehension,Learning Processes,Reading Instruction,Memory,Graphemes

Understanding the learning profiles of children, when teaching reading, affects the progress of their reading, in particular for children with Down syndrome. Specifically teaching word recognition, phonological awareness, orthographic knowledge, and comprehension, while understanding the ways in which children with Down syndrome learn, will support their communication and ultimately their inclusion in society.
Supporting Students Living in Poverty
Author: Sloan, Tyler
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Needs,Poverty,Low Income Students,Literacy Education,Skill Development,Reading Skills,Writing Skills,Socioeconomic Status,Technological Literacy,Interpersonal Competence,Parent Participation

Students living in poverty struggle to achieve academic success and pursue careers that require post-secondary training. Students coming from families with low socio-economic status enter kindergarten with lower literacy levels than their peers. Educators can initiate a change by increasing opportunities for students to build strong literacy skills. As educators, we can assist students to build skills that can help to overcome difficult situations and navigate effectively through times of negative thoughts and feelings.
Differentiating Assessment in High School
Author: Dunlop, Patrick
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Student Evaluation,Evaluation Methods,Alternative Assessment,Student Needs

This article evaluates how to implement differentiated assessment effectively in a high school setting. Differentiated assessment is vital for encouraging students to express their understanding of outcomes. In early and middle years education, differentiated assessment is quite common. In high schools, a lecture and worksheet followed by a test environment can be more commonplace. With appropriate rubrics, differentiated assessment can provide all students with the opportunity to choose a preferred method to express their understanding. Such an environment fosters creativity and encourages all children to think outside the box.
Changing Our Mindset in Regards to Cellphones in the Classroom
Author: Carels, Breanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Attention,Teacher Attitudes,School Policy,Anxiety,Stress Variables,Social Media,Teacher Role

Cell phone use is on the rise with teenagers, and is causing some educational issues that are concerning. Students are suffering from nomophobia, which leads to attention issues and stress and anxiety, as well as poor decision making in regards to cellphones. Educators must recognize the problems that cell phones are causing and work to find ways to solve these problems. Educators need learning opportunities that will change their mindset on cell phones. Eventually, educators will understand the educational benefits of incorporating cell phones into the classroom. Updating school policies and classroom expectations will ensure appropriate use of cell phones.
Biculturalism in Education: Haere Whakamua, Hoki Whakamuri/Going Forward, Thinking Back
Author: Lourie, Megan
Date: 2015-00-00
Type: Journal Articles
Subjects: Biculturalism,Educational Policy,Foreign Countries,Policy Analysis,Ethnic Groups,Pacific Islanders,Educational History,Futures (of Society),Definitions,Legal Responsibility,Treaties,Racial Relations,Land Settlement,Whites,Malayo Polynesian Languages,Native Language Instruction,Language Maintenance,Course Descriptions,Elementary Secondary Education,Cultural Maintenance,English,Legislation,Guidelines,National Curriculum,Inclusion,School Community Relationship,Discourse Analysis

While references to the Treaty of Waitangi and/or biculturalism are an accepted part of the New Zealand education policy landscape, there is often a lack of consensus around the meaning, and therefore the practice implications, of the term 'biculturalism'. This difficulty can be explained by viewing biculturalism as a discourse that has continued to change since its emergence in the 1980s. In policy texts older understandings of the term are overlaid with more recent understandings and this can contribute to uncertainty about what the term means to teachers in 2016. This is particularly challenging for teachers and school leaders as they attempt to negotiate the requirements of the Practising Teacher Criteria. Therefore, there is a need to continue engaging in discussion about the meaning of biculturalism in education in the present, looking forward, but informed by the past.
Supporting Introverted Students
Author: Stewart, Jenn
Date: 2019-00-00
Type: Journal Articles
Subjects: Extraversion Introversion,Student Needs,Learning Strategies,Student Characteristics,Personality Traits,Classroom Environment,Teacher Role

Understanding introverted students in the classroom is a necessary component of supporting students' unique learning needs. Educators need to be mindful of how introverted students learn in the classroom setting, and determine how best to integrate this peaceful personality in positive ways. Acknowledging introverted students for who they are, celebrating their unique differences, and guiding them on their learning path will inspire them to take risks, appreciate their value, and find their place in the world.
Staff Collaboration for Student Success: Implementation Challenges of Professional Learning Communities and Response to Intervention
Author: Henderson, Deanna
Date: 2018-00-00
Type: Journal Articles
Subjects: Response to Intervention,Communities of Practice,Teacher Role,Student Needs,Faculty Development,Teacher Collaboration,School Culture,Teacher Attitudes

A staff's ability to positively influence student learning potential depends on the attitudes of individual staff members toward change, a positive school culture, access to appropriate professional development, and most importantly, administration that is able to provide time in flexible and creative ways. Professional Learning Communities (PLC) and Response to Intervention (RTI) can provide strong learner supports, if used effectively within a school. An educator's main goal is to ensure that all students learn required curriculum outcomes. However, no educator can provide all necessary supports for all learners. Using Professional Learning Communities (PLC) and Response to Intervention (RTI), staff work collaboratively to provide core instruction, scaffold at-risk learners, and build a community culture of learning. Collaboration requires a positive culture, collective purpose, open-minded staff, time, and appropriate professional development (PD) with administrative supports. Only through collaboration can staff guide all learners on their journey to reach their educational potential.