ethanporcaro/eric-fulltext-meta huggingface dataset:
Troubling Discourse: Basic Writing and Computer-Mediated Technologies
Author: Jonaitis, Leigh A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Basic Writing,Developmental Programs,Computer Assisted Instruction,Educational Technology,Discourse Analysis,Literature Reviews

Through an examination of literature in the fields of Basic Writing and developmental education, this essay provides some historical perspective and examines the prevalent discourses on the use of computer-mediated technologies in the basic writing classroom. The author uses Bertram Bruce&apos;s (1997) framework of various &quot;stances&quot; on literacy technologies to both contextualize discussion of technology in the field of Basic Writing and to consider implications for further discussion and research. By emphasizing the interrelatedness of technology and literacy, a &quot;transactional&quot; stance on computer-mediated technologies relies on the idea of literacy as a social practice, and would therefore align better with the overall values of the field of Basic Writing.
Interrogating Texts: From Deferent to Efferent and Aesthetic Reading Practices
Author: Smith, Cheryl Hogue
Date: 2012-00-00
Type: Journal Articles
Subjects: Basic Writing,Reader Text Relationship,Reading Difficulties,Reading Instruction,Reading Strategies,Prompting,Thinking Skills,Difficulty Level,Reading Habits,College Students

This article offers a revised version of transactional reading theory to explain how students classified as basic writers tend to employ counterproductive reading and thinking processes that inhibit them from full participation in academic life. Louise Rosenblatt proposes that readers have two main positions or purposes in reading--the efferent stance, where readers focus on the information in a text, and the aesthetic stance, where readers focus on the experience they have with a text. This article describes a third, deferent stance of reading that many basic writers adopt when they defer their interpretations of texts to other readers or defer to the counter-productive emotions they experience during the process of reading difficult texts. Building on this theoretical frame, the article describes an instructional strategy employing a series of prompts that invite students to examine their own thinking as they read difficult texts and to focus more on what they don&apos;t understand than on what they do. The article concludes with reconstructions of classroom scenarios and a body of textual evidence showing how a carefully sequenced and controlled procedure for having basic writing students interrogate texts and themselves as readers can lead those students to become more engaged, authentic, and productive readers, writers, and participants in the academic community of a college classroom.
Steep Houses in Basic Writing: Advocating for Latino Immigrants in a North Georgia Two-Year College
Author: Salas, Spencer
Date: 2012-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Two Year College Students,Undocumented Immigrants,Access to Education,Advocacy,Ethnography,Personal Narratives,Community Involvement,English (Second Language),Politics of Education,Federal Legislation,Teacher Role,Professional Identity,Teacher Student Relationship,Activism

Recounting the controversy surrounding a town hall meeting on &quot;illegal&quot; Latino immigration at a two-year college in North Georgia, this ethnographic narrative details the aftermath that ensued and its consequences for an ESL basic writing instructor. Fallout included the potential loss of her job, the rumored reallocation of a $5 million earmark for the college's student center, and a death threat phoned into the Dean's office. Theorizing the disciplinary insularity of contemporary activist basic writing scholarship, the article calls for an expansion of conceptualizations of political engagement in relation to Generation 1.5 and, specifically, Latino immigrants' physical access to higher education.
Comedy Stages, Poets Projects, Sports Columns, and Kinesiology 341: Illuminating the Importance of Basic Writers' Self-Sponsored Literacies
Author: Roozen, Kevin
Date: 2012-00-00
Type: Journal Articles
Subjects: Comedy,Literacy,Basic Writing,Role,Interviews,Participant Observation,Correlation,Extracurricular Activities,Poetry,Athletics,Journalism,Exercise Physiology,Essays,College Students,Writing Skills,Skill Development

Dominant perspectives of basic writers' self-sponsored literacies tend to overlook the important roles such activities can play in literate development. Drawn from texts, interviews, and participant-observations collected during a five-year study, this article continues the examination of the relationship between one writer's curricular and extracurricular engagements begun in &quot;Journalism, Poetry, Stand-Up Comedy, and Academic Literacy: Mapping the Interplay of Curricular and Extracurricular Literate Activities,&quot; which appeared in &quot;JBW&quot; 27.1. This article examines the writing-related knowledge the writer gained from extracurricular engagements with stand-up comedy, poetry, and sports journalism and argues that he draws upon this knowledge to enhance his performance in a writing-intensive upper-division kinesiology class. Based on my analysis of these &quot;laminated&quot; literacies, I argue for a perspective of basic writers' self-sponsored literate activities that acknowledges the positive contributions they can make to learners' academic engagements and to their literate lives more broadly.
Arguing Academic Merit: Meritocracy and the Rhetoric of the Personal Statement
Author: Alvarez, Steven
Date: 2012-00-00
Type: Journal Articles
Subjects: Governance,Intelligence,Ability,Social Systems,College Freshmen,Writing (Composition),Personal Narratives,Ethnography,Writing Assignments,Essays,Reflection,Planning,Portfolios (Background Materials),Rhetoric,Discourse Modes

This article presents a pedagogical model for a sequence of first-year composition (FYC) assignments that encourages students' first-hand interpretations as insiders into the workings of educational meritocracy. I focus on how students negotiate the personal statement, an institutionally privileged genre for the discovery and definition of individual differences, characteristics, and aptitudes. I offer a Bourdiesian model of analysis of the rhetorical tactics students use to legitimate their cultural capital as academic merit. The tactics students enact become topoi for their own rhetorical analyses and arguments, which prove significant when competing for institutional resources.
Beyond the Bridge Metaphor: Rethinking the Place of the Literacy Narrative in the Basic Writing Curriculum
Author: Hall, Anne-Marie
Date: 2012-00-00
Type: Journal Articles
Subjects: Basic Writing,Writing Instruction,Persuasive Discourse,Assignments,Literacy,Literary Genres,Curriculum,Conflict,Academic Discourse,Educational Change,Pragmatics,Journal Writing,Metalinguistics,Content Analysis,Figurative Language,English Instruction,Revision (Written Composition),Personal Narratives,Reflection

Critical analysis of the literacy narrative assignment within the context of the other genres in a basic writing course complicates understandings of the political import of the assignment. While several advocates of the literacy narrative have argued that it has the power of what Jean-François Lyotard has called petits récits, the authors argue that the relationship of the literacy narrative to other genres can also diminish the value of the literacy narrative and create what Lyotard has termed a &quot;differend.&quot; While still arguing for the value of the literacy narrative, authors present a narrative about curricular reform that demonstrates how students can learn to recognize how this genre circulates within the power/knowledge of academic writing. This critical reading of the literacy narrative genre leads the authors to call for a reconceptualization of the assignment as a productive &quot;conflict&quot; that can be utilized to reshape the entire curriculum of the course while still cultivating the skills of argumentation and analysis outlined in the course outcomes.
Diving in or Guarding the Tower: Mina Shaughnessy's Resistance and Capitulation to High-Stakes Writing Tests at City College
Author: Molloy, Sean
Date: 2012-00-00
Type: Journal Articles
Subjects: Basic Writing,Writing Tests,High Stakes Tests,Writing Instruction,Educational History,Undergraduate Students,Teaching Methods,Achievement Tests,Writing Achievement,Remedial Programs

Mina Shaughnessy continues to exert powerful influences over Basic Writing practices, discourses and pedagogy thirty-five years after her death: Basic Writing remains in some ways trapped by Shaughnessy's legacy in what Min-Zhan Lu labeled as essentialism, accommodationism and linguistic innocence. High-stakes writing tests, a troubling hallmark of basic writing programs since the late-1970s, figure into conversations involving Shaughnessy and her part in basic writing administration as today we continue to see their effects. This article explores how Shaughnessy shaped the rise of such tests at City College, and asks whether they also shaped her. Relying on archival sources, and using Shaughnessy's 1975 &quot;Diving In&quot; speech as a framing lens, I examine the diving-in pedagogy that was developed in the City College SEEK program where Shaughnessy taught from 1967 to 1970, and which formed the foundation for her open admissions basic writing program starting in September of 1970. Next I trace the roots of the first high-stakes writing test at City College and Shaughnessy's conflicted responses--from 1968 when Shaughnessy mocked traditional essay exams as &quot;attic furniture,&quot; to November 20, 1972 when she embraced this high-stakes test as a valid measure of her basic writing program and the abilities of its students.
Inviting the &quot;Outsiders&quot; In: Local Efforts to Improve Adjunct Working Conditions
Author: Schreyer, Jessica
Date: 2012-00-00
Type: Journal Articles
Subjects: Adjunct Faculty,Writing Teachers,Writing Instruction,Basic Writing,Writing (Composition),Professional Development,Work Environment,College Faculty,Teacher Attitudes,Teacher Participation,Educational Planning,Professional Autonomy,Teaching Experience

An adjunct turned writing program administrator reflects on her professional journey and describes efforts to improve the teaching environment amongst composition faculty--primarily part-time--within her department. Based on a local program review, a pilot faculty relations plan was implemented that addressed two major areas: offering more professional development opportunities and creating improved communication across the composition faculty. Interviews and surveys conducted with the faculty emerged affective themes that demonstrated adjunct faculty indeed felt more valued in their roles during and after the plan's implementation, while some remained uncertain about their job stability and place within the university. The author concludes that by attending to the professional needs of adjuncts and heightening awareness around the challenge of contingency labor in teaching, universities and departments can tap into the deep reservoirs of knowledge and experience adjuncts bring to their teaching and build positive futures for basic writing professionals while working for institutional change.
Online Stereo 3D Simulation in Studying the Spherical Pendulum in Conservative Force Field
Author: Zabunov, Svetoslav S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Learning,Computer Simulation,College Science,Science Instruction,Mechanics (Physics),College Students,Comparative Analysis,Computer Interfaces,Instructional Effectiveness,Foreign Countries

The current paper aims at presenting a modern e-learning method and tool that is utilized in teaching physics in the universities. An online stereo 3D simulation is used for e-learning mechanics and specifically the teaching of spherical pendulum as part of the General Physics course for students in the universities. This approach was realized on bases of interactive simulations on a personal computer, a part of the free online e-learning system at http://ialms.net/sim/. This system was practically applied with students at Sofia University, Bulgaria, among others. The shown simulation demonstrates the capabilities of the Web for online representations and visualizations of simulated physics processes that are hard to observe in laboratory conditions with all the accompanying parameters, vectors, quantities and trajectories. The discussed simulation allows the study of spherical pendulum both in conservative and non-conservative force fields. The conservative force field is created by the earth gravity force, whose magnitude may be varied in the simulation from positive to negative values, while its direction is always vertical. The simulation also supports various non-conservative forces that may be applied to the pendulum. The current article concentrates on the case of conservative forces acting.
Algorithm Visualization in Teaching Practice
Author: Törley, Gábor
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics,Visual Aids,Teaching Methods,Programming,Computer Science Education,College Instruction,Information Science,College Students,Questionnaires,Instructional Effectiveness,Foreign Countries

This paper presents the history of algorithm visualization (AV), highlighting teaching-methodology aspects. A combined, two-group pedagogical experiment will be presented as well, which measured the efficiency and the impact on the abstract thinking of AV. According to the results, students, who learned with AV, performed better in the experiment.
Motivation for Teaching Career of Students from Early Childhood Education and Primary School Pedagogy
Author: Massari, Gianina-Ana
Date: 2014-00-00
Type: Journal Articles
Subjects: Motivation,Career Choice,Teaching (Occupation),Preservice Teachers,Early Childhood Education,Elementary Education,Kindergarten,Questionnaires,Undergraduate Students,Graduate Students,Foreign Countries

This paper examines why teaching is chosen as a career, and considers the extent to which a range of factors identified within a sample of 173 students from kindergarten and primary school pedagogy, early childhood education and applied didactics in primary school. The study is based on the responses to a questionnaire applied to students involved in initial teacher training (bachelor and master program). The findings showed that those in the process of training to teach were attracted to the profession largely for intrinsic reasons, although, to a lesser extent, there was extrinsic motivation too. The implications of these findings show that more research is needed to understand how reforms in curriculum and professional development affect teacher motivation.
Rewards and Punishments Role in Teacher-Student Relationship from the Mentor's Perspective
Author: Langa, Claudiu
Date: 2014-00-00
Type: Journal Articles
Subjects: Rewards,Punishment,Teacher Student Relationship,Mentors,Behavior Modification,Behavior Problems,Intervention,Student Behavior,Elementary School Teachers,Elementary School Students,Beginning Teachers,Experienced Teachers,Statistical Analysis,Foreign Countries

Rewards and punishments have a major role in behavior change strategies. The purpose of the study is to identify the most efficient modalities of intervening on the child's disturbing behavior applying the punishment-reward duet. The conclusions further to the research provide relevant data for improving pupils' conduct by applying the most adequate modalities of reducing their undesirable actions in the school environment.
Exploring Cultural Content of Three Prominent EFL Textbooks in Iran (A Case Study of American English Files, Top Notch and Four Corners)
Author: Dehbozorgi, Mehrnoosh
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Textbooks,Textbook Content,Culture,Qualitative Research,Statistical Analysis,Content Analysis

Cultural content has become an important issue after the advent of intercultural communicative approach (ICC) in language teaching field. The current study analyzed cultural content of three mainstream intermediate level EFL textbooks. This study was carried out using Chen's (2004) and Lee's (2009) suggested themes for detecting big &quot;C&quot; and little &quot;c&quot; culture aspects. Big C represents series of statistics and facts such as art, geography, history, education, festivals, and customs of the target speech community; small c represents norms, beliefs, sociocultural variables such as age, sex, and social position (Lee, 2009). This study also analyzed the cultural categories including target culture, source culture and international culture based on Cortazzi and Jin's (1999) category and another category i.e. neutral culture based on Aliakbari's (2004) category. This was a qualitative-quantitative study and chi- square test was applied in it. It was found that generally both little &quot;c&quot; and big &quot;C&quot; are present in the textbooks. However, in all the three textbooks little &quot;c&quot; has gained higher frequency than big &quot;C&quot;. It was also revealed that the percentage of little &quot;c&quot; in Top Notch is more than other books and little &quot;c&quot; percentage in Four Corners is the least.
From the Teachers Professional Ethics to the Personal Professional Responsibility
Author: Seghedin, Elena
Date: 2014-00-00
Type: Journal Articles
Subjects: Ethics,Teacher Responsibility,Professional Autonomy,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,Student Teachers,Focus Groups

Following the idea of civic responsibility of all adults for the new generation, we have tried, in different previous studies, to demonstrate that teaching is involving a lot of moral principles and values. Our present article aim is to present a part of our research about the teaching ethics under the idea of being a stable dimension of teaching professionalism. Calling, work engagement, autonomy, responsibility are revealed to be the main components of a Personal Moral Professionality; these topics are related and discussed under the perspective of existence a professional personality of each teacher. Our study suggests that universities and schools like learning and professional organizations could promote teachers ethos and contribute to the development of a Teaching Applied Ethics and, in the end, of an active Personal Moral Professionality.
Key Concepts in Informatics: Algorithm
Author: Szlávi, Péter
Date: 2014-00-00
Type: Journal Articles
Subjects: Fundamental Concepts,Elementary Secondary Education,Scheduling,Mathematics Curriculum,Mathematical Applications,Mathematical Concepts,Information Technology,Information Science Education,Minimum Competencies,Educational Practices,Foreign Countries,Instructional Design

&quot;The system of key concepts contains the most important key concepts related to the development tasks of knowledge areas and their vertical hierarchy as well as the links of basic key concepts of different knowledge areas.&quot; (Vass 2011) One of the most important of these concepts is the algorithm. In everyday life, when learning or working we continually make and execute algorithms, design series of activities and information flow processes, which make this world fully comprehensible only for those who are familiar with the basics of these activities. We believe that the algorithm is the most important concept in informatics. If it is overshadowed in IT education, you will get a distorted picture, which might lead IT education astray. In this article we concentrate on what an average student is supposed to learn about the concept of algorithm and what scheduling is to be applied to achieve our aims in years 1-4., 5-6., 7-8. and 9-10.
In the Wake of Method
Author: Cehan, Anca
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Methods Courses,Instruction,Second Language Instruction,Misconceptions,Best Practices,Educational Principles,Values,Theory Practice Relationship,Ideology,Questionnaires,Foreign Countries

Related with the teaching profession and the Tool Box of the Language teacher, we dedicate this study to the debate on the issue of--To have or not to have a Learning and Instruction English language Methodology. The paper is a synthesis of the preoccupations of the English language teaching profession with the space created by the disappearance of Methods. Because the Pedagogical Methodology is an important component of the teaching profession tools, we consider that such reflective discussions on the topic of Learning and Teaching Methods is very useful for all the Teachers--beginners or mentor level practicionners, or even for the Teachers Trainers. The paper presents and comments on the limits and the myths of Method, and the post-Method condition.
Student Satisfaction and Its Implications in the Process of Teaching
Author: Ciobanu, Alina
Date: 2014-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Learning Experience,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Participant Satisfaction,Likert Scales,Questionnaires,Learning Activities,Feedback (Response),Student Evaluation,Skill Development,Educational Resources,Specialization,Early Childhood Education,Preschool Curriculum,Elementary School Curriculum,Predictor Variables,Regression (Statistics),Teaching Methods,Foreign Countries

Student satisfaction is widely recognized as an indicator of the quality of students' learning and teaching experience. This study aims to highlight how satisfied students (from the primary and preschool pedagogy specialization within the Faculty of Psychology and Educational Sciences, who are studying to become future kindergarten and primary teachers after graduation) are with their learning experience. In order to measure student satisfaction we used a four point Likert scale questionnaire. The questionnaire items were associated with four dimensions: courses/seminar activity, feedback and assessment, learning resources and skills development. The results show that the students from the primary and preschool pedagogy specialization are generally satisfied with their learning experience but at the same time they argue that there is room for improvement when it comes to practice hours and skills development for their future career.