ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving toward Decolonizing and Indigenizing Curricular and Teaching Practices in Canadian Higher Education
Author: Mooney, Julie A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Knowledge,Canada Natives,Higher Education,College Curriculum,Educational Practices,Hidden Curriculum,Curriculum Development

In this reflective paper, I interweave autoethnographic personal narrative and critical self-reflection with theoretical literature in order to engage and wrestle with decolonizing and Indigenizing my teaching and curricular practices in Canadian higher education. Acknowledging that walking this path is challenging, I seek multiple trailheads in an effort to access my hidden curriculum, my complicit knowledge, and unsettling moments that have the potential to transform me. My objective is to critically interrogate myself to prepare for respectfully and appropriately moving toward reconciliation in my relationships with Indigenous colleagues, students, and communities, and in my work as a curriculum maker.
Pedagogical Practices of a Special Educator: Engaging Parents Who Have Children with Intensive Needs
Author: Vancoughnett, Jillian
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Special Education Teachers,Parent Participation,Special Needs Students,Teaching Experience,Parent Teacher Cooperation,Foreign Countries,Home Visits

As a special education teacher working with intensive needs children and their families, I have come to understand the importance of using &quot;parent knowledge&quot; alongside my professional knowledge to inform my pedagogy, enabling me to authentically and meaningfully program for students. In this article, I use my storied experiences with Shirley and her mom, Nancy, to make visible how my engagement with Nancy shaped my beliefs and practices as a teacher. This article describes a &quot;pedagogy of walking alongside,&quot; a pedagogical approach in which parent engagement is integral in all work I do with young intensive needs students.
Pedagogy in Theory and Practice
Author: Gupta, Gunita
Date: 2021-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Instruction,Educational Theories,Interpersonal Relationship

Pedagogy can be understood as methods and practices of teaching, and/or a way of being with children. In this paper, I use critical exposition and narrative to reflect on Max van Manen's (2012) theory of pedagogy as a relationship between adults and children. My writing is organized into alternating sections of exposition (theory) and narrative (practice) to illustrate the interplay between thinking and doing that typifies pedagogical relationships, and to demonstrate how pedagogy unfolds in the unpredictable, unexpected, unprecedented, and unique actions each of us perform in the relational events of our being with children.
Navigating the Layers of Text Complexity to Identify Embedded Text Supports for Beginning Readers
Author: Grote-Garcia, Stephanie
Date: 2017-10-00
Type: Journal Articles
Subjects: Beginning Reading,Difficulty Level,Readability,Text Structure,Sentences,Language Usage,Syntax,Childrens Literature,Scaffolding (Teaching Technique)

This discussion focused on navigating the layers of text complexity to determine the embedded text supports provided by authors. Quantitative dimensions of the texts were examined, such as word count, number of sentences, sentence length, unique words, most used words and phrases, sentence variety, Flesch-Kincaid grade levels, and Flesch-Kincaid reading ease. Also examined were qualitative dimensions, including text structure, text arrangement, clarity, and levels of meaning. Findings concluded that authors may intentionally or unintentionally assist young readers by embedding the following into their texts: repeated words and phrases, simplified syntax, dialogue boxes, embedded definitions, special fonts, and predictable text structures. Selected children's literature featured on the International Literacy Association's 2015 and 2016 Children's Choice and Teachers' Choice reading lists were provided to illustrate the identified embedded text supports. Lastly, semantic gradients were described as one research-based activity that can bridge the gap between the author's embedded supports and the complex texts students will encounter in later years.
Pedagogical Experiences: Emergent Conversations in/with Place/s
Author: Peterken, Corinna
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Practices,Holistic Approach,Relationship,Interaction,Learning,Physical Activities,Art Activities,Animals,Environment

In this paper, we find and share emergent and relational learning practices through intra-actions with people, places, and materials. We are pedagogical and artistic practitioners who learn from experiencing the world with others and explore relational &quot;intra-actions&quot; (Barad, 2003) that facilitate knowledge-making practices. Contrary to mainstream Anthropocentric understandings, we do not see humans as the only agents in learning. Rather, we learn &quot;with&quot; other beings--places, materials, humans, and more-than-humans--as we attend to and move with each other.
Preparing Future Mathematics Teacher Educators to Develop Mathematics Teacher Educator and Researcher Stances
Author: Savard, Annie
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Mathematics Teachers,Teacher Educators,Graduate Students,Theory Practice Relationship,Class Activities,Assignments,Teaching Methods,Seminars,Student Educational Objectives

The purpose of this paper is to support mathematics teacher educators (MTEs) to prepare their graduate students in becoming MTEs by creating a learning environment to develop epistemological stances. I present the components of my graduate seminar taught in a Practice-based Teacher Education program. The seminar aims to support graduate students to develop their stances and to address the &quot;practice-theory&quot; tension that exists between university courses and the work of teaching. I provide an overview of the class activities and present assignments that support graduate students in becoming MTEs.
Writing Activities to Conceptualize Math Concepts
Author: Bingham, Teri
Date: 2017-10-00
Type: Journal Articles
Subjects: Writing (Composition),Concept Formation,Mathematical Concepts,Learning Activities,Mathematics Instruction,Prompting

Students often express frustrations and negative feelings about math (Ruffins, 2007). The purpose of this chapter was to describe several writing activities that can be used during math instruction to help students gain a greater understanding of mathematical concepts. By doing so, students will recognize how math is all around them, and they will learn how to use their new skills authentically. The strategies in this chapter draw upon constructivist pedagogical understandings and describe three specific write-to-learn exercises for math concepts taught at the middle school level. These strategies also provide a model for teachers and preservice teachers regarding effective ways to enhance literacy by integrating brief writing experiences into math instruction.
Preservice Teachers and the Kairos Blanket Exercise: A Narrative Inquiry
Author: Jack-Malik, Sandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Methods,Preservice Teacher Education,Educational Change,Culturally Relevant Education,Student Attitudes,History,Land Settlement,Canada Natives,Intergroup Relations,Outcomes of Education,Foreign Policy,Indigenous Knowledge,Safety,American Indian Culture,Foreign Countries

This narrative study inquired into the experiences of preservice teachers who participated in the Kairos Blanket Exercise. During research conversations, participants shared stories that demonstrated an expansion of their knowledge and awareness. Three themes emerged: the Blanket Exercise and the research conversations were spaces where participants felt safe to ask questions; some participants began to rewrite their understanding of the history of relations; and some participants began to consider how they might contribute to decolonizing. Moreover, participants enriched by the experience were more ready and able to deliver related curricular outcomes, engage reflexively, and consider allyship.
Reading Aloud as a Leading Activity with Preschool Students
Author: Nambiar, Pradita
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Aloud to Others,Preschool Children,Foreign Countries,Dramatic Play,Story Telling,Vignettes

We examine a teacher's read-aloud activity with her preschool students in India. Three vignettes show how this &quot;leading&quot; activity helps young children take part in socio-dramatic play, fostering their cultural-historical development. Collaborating as teacher and researcher, we consider students' use of words, instances of object substitution, and exploration of social roles in the story being read aloud, to demonstrate the development of their higher psychological activity. Moreover, we contend that read-aloud activities in preschool are crucial for developing student learning during middle childhood.
Recognizing the Wealth of Knowledge in Inuit, First Nations, and Métis Communities
Author: Rowan, Mary Caroline
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Canada Natives,Eskimos,Eskimo Aleut Languages,Culturally Relevant Education,Early Childhood Education,Foreign Countries

In this interview, Carol Rowan recounts how she moved up North to Inukjuak, because she sought to live and learn with Inuit. Following her union with Jobie Weetaluktuk in 1984, and the subsequent births of their three Inuit children, she developed pedagogical approaches informed by and rooted in Inuit ontologies and epistemologies. She discusses how written and spoken Inuktitut language holds culturally specific content. Moreover, she shares how living with land, engaging with Elders, speaking in Inuktitut, and using local materials of the place can serve to displace prevailing Western hegemony with deeper, more intimate understandings of local environments and lifestyles.
Bringing Vocabulary to Life
Author: Pearson, Brandy N.
Date: 2017-10-00
Type: Journal Articles
Subjects: Vocabulary,Vocabulary Development,Instructional Effectiveness,Elementary School Students,Grade 2,Student Journals,Reading Instruction

Vocabulary instruction is an important part of every classroom. Teachers and administrators continually seek effective instructional approaches to help students increase vocabulary knowledge. The purpose of this chapter is to describe how the author used daily vocabulary journal activities with a class of 2nd grade students. This chapter first presents the process used for students to create their own vocabulary journal. Next, the authors describe a three-part instructional framework used to target vocabulary development using journals within a ten-minute lesson.
Flourishing Relationships with Consulting Clients: A Phenomenological Study
Author: Davis, Richard
Date: 2015-12-00
Type: Journal Articles
Subjects: Consultants,Counselor Client Relationship,Phenomenology,Research Methodology,Validity,Counseling Effectiveness

This paper summarises a doctoral research project aimed at advancing professional practice in organisation consulting. I explore what the term 'flourishing' means in a consultant-client relationship, and how such a bond develops. Using a phenomenological methodology (Moustakas, 1994), I draw on conversations with consultants to describe the essence of their experience of flourishing relationships. In contrast to a quantitative analysis, the description obtained in this way retains the complexity of what took place. To summarise their experience, firstly consultant and client mark out some fundamental common ground they have with one another. As they do so, they find effective ways to mutually engage as individuals. With their partnership developing, they also become a dyadic unit 'in relation' (Buber, 1937). Finally, as a team, they act in concert as they engage with the outside world to further the purpose of the consulting assignment for the client organisation.
Fan Fiction to Support Struggling Writers
Author: Bippert, Kelli
Date: 2017-10-00
Type: Journal Articles
Subjects: Writing (Composition),Popular Culture,Writing Difficulties,Writing Instruction,Literacy Education,Student Motivation,Transfer of Training,Teaching Methods

Traditional literacies centering on effective reading and writing remain a focus in Texas schools. However, students come to our classrooms with a variety of experiences in new literacies, particularly those based on students' interests in popular media. In an effort to bridge students' digital media experiences with in-school literacies, teachers can provide support through student-created fan fiction. By allowing students to use their existing knowledge of popular characters and settings to generate new narratives, struggling readers can transfer their understandings of literacy concepts and skills to traditional, in-school literacies.
Undergraduate Motivations for Participating in Afterschool Programs: A Case Study of the STEMinist Program
Author: Muller, Alexandria
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Motivation,Student Participation,After School Programs,Volunteers,Youth Programs,School Community Relationship,Facilitators (Individuals),STEM Education,Student Attitudes

Undergraduate students are a critical resource for university-community programs that provide enriching learning opportunities for school-age youth who have limited exposure to science, technology, engineering, and math (STEM). Many universities offer afterschool outreach programs that enable youth to interact with science faculty, and many such programs depend on undergraduates as facilitators. However, education research has focused on the youth served rather than on the undergraduates who facilitate the outreach programs. To study why undergraduates participate in youth programming, the authors conducted a qualitative exploration of the experiences and perspectives of women undergraduates who facilitated an afterschool program that engages girls and nonbinary youth with scientists and engineers of similar gender identities. The authors focused on identifying the motivations and interests of these undergraduate facilitators in an effort to understand their views about the potential benefits of participation. This study sheds light on undergraduates' reasons for devoting time and energy to university-community STEM programs. The findings may help other university-community programs grow in their support of undergraduate facilitators.
Quick Guide for Selecting Informational Texts for Upper Elementary and Middle School Students
Author: Stephens, Kathy E.
Date: 2017-10-00
Type: Journal Articles
Subjects: Textbook Selection,Elementary School Students,Middle School Students,STEM Education,Check Lists

Information-based books are available in abundance and popular with students enrolled in the upper elementary and middle school grades. With a growing emphasis on science, technology, engineering, and mathematics (STEM), teachers are including informational texts in the classroom. Preteens are expected to think critically, read more complex texts, and build stronger vocabularies; information-based texts can help students in all these areas. Effective resources are needed as teachers select nonfiction and informational literature. By using the short checklist based on specific characteristics, teachers can assess texts, completing the selection process with confidence and ease.
A Case Study of Teachers&apos; Critically Conscious Discourse in an Online Graduate Asset-Based Social Justice Curriculum
Author: Keefer, Natalie
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Graduate Study,College Faculty,Social Justice,Minority Group Students,Poverty,Graduate Students,Reflection,Critical Thinking,Resistance (Psychology),Psychological Patterns,Language Usage,Student Diversity,Teacher Education Programs,Consciousness Raising,At Risk Students,Equal Education,Social Bias,Racial Bias,Ethnicity,Elementary Secondary Education,Student Attitudes,Knowledge Level,Program Effectiveness

The purpose of this small-group case study was to determine to what extent an asset-based social justice curriculum could cultivate critical consciousness as evidenced by teachers' written discourse about students of color and students living in poverty. Participants were selected based on enrollment in an online graduate course in diversity in the college of education of a state university in the southern United States. Participants wrote reflective responses and contributed to online discussion forums before, during, and after exposure to curriculum that was explicit in its social justice and asset-based approach. From a critical lens, analysis of discourse was applied to 7 weeks of participants' reflective writing in discussion forums and individual self-reflective assignments. Participants in this study exhibited varying degrees self-reflection and critical consciousness based on analysis of written discourse. Findings indicate participants' ability to engage in critically conscious thought coalesced into three categories of interaction with course content: (1) resistance; (2) critical consciousness interspersed with cognitive dissonance; and (3) adoption. Participants' discourse indicated the continued presence of deficit thinking and reliance on anecdotal evidence to support claims. Participants used a variety of strategies to avoid or minimize cognitive dissonance, including distancing language, reinterpretation, and anecdotal evidence. When participants were resistant or struggled with cognitive dissonance, anecdotal evidence served as a defense mechanism to support their beliefs.
The Magic of Afterschool: Raising the Next Generation of Resilient Unicorns
Author: Svaicer, Katie
Date: 2021-00-00
Type: Journal Articles
Subjects: After School Programs,Resilience (Psychology),Elementary School Students,Social Emotional Learning,Competence,Modeling (Psychology)

More and more is being learned about the importance of social and emotional competence. Social and emotional learning (SEL) is a hot topic in teaching philosophy--the latest &quot;it girl&quot; of education. In today's world, every person must be able to work with and live among all different kinds of people from all walks of life. Social and emotional competence is what enables individuals to function and thrive among people different from themselves. It gives them resilience to overcome obstacles, no matter how large or small, to reach their highest potential. Children learn critical SEL skills through their experiences. As society comes to understand the importance of SEL, schools and afterschool programs are working to incorporate deliberate activities to help students sharpen social and emotional competencies, including resilience. This article presents why afterschool programs are a good opportunity to teach resilience as a key social and emotional competency.
Phenomenological Research on Biography-Driven Instruction Use in Highly Diverse Classrooms
Author: Murry, Kevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Phenomenology,Biographies,Teaching Methods,Qualitative Research,Case Studies,Teacher Attitudes,Student Diversity,Urban Schools,Elementary School Teachers,Elementary School Students,Outcomes of Education

The merits of diversity to business success are well documented. Nevertheless, classroom diversity remains undermaximized in postmillennial schools. Differences across students' cultures, prior experiences, and even resiliency are often approached as deficits versus assets in learning. In addition, although educator awareness is increasing, teachers' maximization of student assets remains marginal. Biography-Driven Instruction (BDI) offers teachers theory, structures, and strategies for maximizing multifaceted student diversity. Accordingly, researchers collaborated with leaders and teachers in four highly diverse, low-socioeconomic-status, and urban schools to deeply examine the impacts of professional development in BDI on teachers' perspectives and outcomes regarding the maximization of student diversity. Findings and discussion surround three thematic realizations arising from this phenomenological inquiry: (1) Inclusion and student asset maximization led to teacher realization that &quot;everyone brings something to the table&quot;; (2) amid diversity, teacher praxis benefited from differentiation for relevancy to students' biographies, such that teachers desired to &quot;go deeper&quot; with BDI strategy use; and (3) socioconstructivist strategies and perspectives on learner potential led to active student &quot;engagement.&quot; Discussion and conclusions regarding teacher education and professional development elaborate upon each of these themes.
Preservice Science and Mathematics Teachers&apos; Intent to Use Classroom-Based Global Collaboration (CBGC) in Their Future Classrooms
Author: York, M. Kate
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Intention,Teacher Collaboration,Preservice Teachers,Student Attitudes,Mathematics Teachers,Science Teachers,Elementary Secondary Education,Global Approach,Computer Mediated Communication,Teacher Education Programs,Foreign Countries

Global education is needed in American K-12 education, yet few teacher preparation programs (TPPs) provide preservice teachers (PSTs) induction on global pedagogies, and less so in math and science. This qualitative case study explored the use of classroom-based global collaboration (CBGC) pedagogies among 12 science and mathematics PSTs in a TPP. PSTs worked collaboratively with other PSTs and in-service teachers from around the world using various synchronous and asynchronous technology applications to research, answer questions, and construct knowledge and products. Ajzen's theory of planned behavior (TPB) was used to analyze their future intent using GBGC as classroom science and math teachers. Findings indicate that PSTs were mixed in their future GBGC intent, citing low self-efficacy and more opportunities for practice in their TPP.
(Re)Discovering &quot;Pedagogy of the Oppressed&quot;
Author: Stonebanks, Christopher Darius
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Disadvantaged,Power Structure,Critical Theory,Educational Philosophy,Educational Theories,American Indians,Foreign Countries,American Indian Education,Teacher Attitudes,Teaching Experience,Attitude Change,Social Change,History

This article chronicles a crisis of alignment regarding Critical Pedagogy due to the top-down power structures of White authority that is pervasive in the theory's North American academic environment. Contesting the often touted &quot;radical&quot; or &quot;revolutionary&quot; nature of Critical Pedagogy in higher education spaces, the author questions his relationship with Paulo Freire's work, &quot;Pedagogy of the Oppressed,&quot; ultimately abandoning the content of writing over the way the theory/philosophy is lived in academia. Through the lived experience of engaging with community in the James Bay Cree territories and Malawi, the question is asked as to who owns Freire's rebellious call to action.