ethanporcaro/eric-fulltext-meta huggingface dataset:
Classroom, the &quot;We&quot; Space: Developing Student-Centered Practices for Second Language Learner (SLL) Students
Author: Rodriguez-Valls, Fernando
Date: 2013-07-01
Type: Journal Articles
Subjects: Second Language Learning,Teaching Methods,Student Needs,Models,English (Second Language),Teacher Effectiveness,Teacher Qualifications,Knowledge Base for Teaching,Teacher Education,Migrant Children,Summer Programs,Exit Examinations,Program Descriptions,Preservice Teachers,Student Attitudes,Individualized Instruction,Cooperative Learning,Interviews,Surveys

Developing teaching practices that meet the needs of Second Language Learners (SLL) calls for models of apprenticeship in which teacher candidates acquire competency on how to create learning spaces where students discover, experience and construct knowledge rather than solely practicing skills. The aforesaid argument has an implication when defining the competency of highly qualified teachers as framed by the No Child Left Behind (NCLB) Act. This article presents a three-step teacher development process requiring teacher candidates first to observe and analyze exemplary teaching practices. Secondly, to help them build expertise on how to question students to ignite their inquiry. And, thirdly, to develop and implement their practices to create a classroom as the &quot;we&quot; space. The outcomes of this model suggest that highly qualified teachers could be better prepared to work with SLL when they are competent in creating inclusive, participatory learning environments, in which students are able to utilize, experiment, synthesize and evaluate knowledge.
How Universities Work: Understanding Higher Education Organization in Northwest China
Author: Berger, Joseph B.
Date: 2013-08-19
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Universities,Administrative Organization,Interviews,Administrators,College Administration,Organizational Theories,Educational Change,Confucianism,Authoritarianism,Interdisciplinary Approach,Qualitative Research,Comparative Analysis

This study explores models of educational management used in postsecondary institutions in the five northwestern provinces of the People's Republic of China (Gansu, Ningxia, Qinghai, Shaanxi, and Xinjiang). As higher education in the People's Republic of China expands and undergoes significant changes, a nuanced understanding of the organizational structures in Chinese higher education is increasingly important. This qualitative study included group interviews with university administrators from institutions in each of the five northwestern provinces. Drawing on Birnbaum's (1988) seminal work describing models of organization in higher education in the United States, the findings suggest four models of organization that are for the Chinese context. These models are: Tiao-Kuai Xitong (Vertical-Horizontal system), Confucian Guanxi, Authoritarian, and Dialectical. The study explores the complexity and diversity that characterizes Chinese higher education with important implications for the ongoing educational reform within China, as well as for developing a more sophisticated contextualized notion of Chinese higher education in the West.
Significant Trends in the Development of Finnish Teacher Education Programs (1860-2010)
Author: Uusiautti, Satu
Date: 2013-07-15
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Teacher Education Programs,Educational Trends,Trend Analysis,Educational Policy,Outcomes of Education,Laws,Educational History,Elementary Education,Compulsory Education

The roots of teacher training in Finland extend to the 1860s. The evolution of teacher training was closely connected to the history of elementary education and changes in educational policy and the Finnish society. Recently, the Finnish educational system and its teacher education programs have fared extremely well in international comparisons. This raises a question concerning the kinds of initiatives and policies that this story has involved. This article will provide some answers, and it also discusses the trends and developmental aspirations that have molded the approaches to teacher training in this country. The article is based on Finnish research literature on teacher training and relevant contemporary developmental reports and laws. The main purpose is to provide a review of the historical development of Finnish teacher training--its significant achievements and the most crucial turning points--and then to discuss their contribution to the educational outcomes in the current system.
Subjective Expectancy and Inhibition of Return: A Dissociation in a Non-Spatial Two-Alternative Forced Choice Task
Author: Spadaro, Adam
Date: 2013-00-00
Type: Journal Articles
Subjects: Inhibition,Attention,Reaction Time,Performance,Expectation,Repetition,Cues,Novelty (Stimulus Dimension),College Students,Foreign Countries,Responses,Cognitive Processes,Visual Stimuli

Inhibition of Return (IOR) is conventionally defined by slow responses to targets that appear at the same location as a prior attentional cue, relative to a condition in which targets appear at a different location from a prior attentional cue (Posner &amp; Cohen, 1984). A number of recent studies have extended the study of IOR to non-spatial orienting tasks (Law, Pratt, &amp; Abrams, 1995; Hu, Samuel, &amp; Chan, 2011; Spadaro, He, &amp; Milliken, 2012), which is consistent with the view that a fundamental process that favours the perceptual encoding of new events is responsible for IOR. However, an alternative account of IOR is that participants expect uncued targets to appear more often than cued targets even when these two target types are equiprobable. The aim of the current study was to examine directly the relation between performance and subjective expectancy in a task known to produce repetition benefits under one set of conditions, and IOR-like effects under another set of conditions. The performance measure (i.e. RTs) showed either repetition benefits or IOR-like effects depending on whether or not an intervening event was introduced. Interestingly, participants reported that they expected uncued targets more often than cued targets across both conditions, a result that is inconsistent with the view that repetition effects generally, and IOR-like effects specifically, are directly related to subjective expectancy.
The Adequacy of Different Robust Statistical Tests in Comparing Two Independent Groups
Author: Pero-Cebollero, Maribel
Date: 2013-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Robustness (Statistics),Comparative Analysis,Groups,Computation,Sample Size,Statistical Distributions

In the current study, we evaluated various robust statistical methods for comparing two independent groups. Two scenarios for simulation were generated: one of equality and another of population mean differences. In each of the scenarios, 33 experimental conditions were used as a function of sample size, standard deviation and asymmetry. For each condition, 5000 replications per group were generated. The results obtained by this study show an adequate type error I rate but not a high power for the confidence intervals. In general, for the two scenarios studied (mean population differences and not mean population differences) in the different conditions analysed, the Mann-Whitney U-test demonstrated strong performance, and a little worse the t-test of Yuen-Welch.
Determiners, Feline Marsupials, and the Category-Function Distinction: A Critique of ELT Grammars
Author: Reynolds, Brett
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Grammar,Form Classes (Languages),Second Language Instruction,Criticism,Guidelines,Linguistics,History,Classification,Dictionaries,Textbooks,Teaching Guides

The concept of determiners is widely employed in linguistics, but mostly absent from English Language Teaching (ELT) materials (dictionaries, teacher-reference books, and student-oriented texts). Among those employing the concept, there is near-universal confusion between determiners and pronouns, arising mainly from an analytical and terminological failure to distinguish consistently between the category (&quot;determinative&quot;) and the function (&quot;specifier&quot;). I criticize this situation and present linguistic evidence for a more consistent framework. I conclude by arguing that in language teaching and applied linguistics we rarely adopt advances from linguistics, not because they fail to meet some criterion of relevance a la Widdowson (2000), but simply because we are ignorant of linguistics in general.
Evaluating the Impact of NCLB School Interventions in New York State: Does One Size Fit All?
Author: Lee, Jaekyung
Date: 2013-09-09
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Accountability,Academic Achievement,Intervention,Educational Indicators,Predictor Variables,Comparative Analysis,Program Effectiveness,Regression (Statistics),National Competency Tests,Control Groups,Experimental Groups,Elementary School Students,Middle School Students,Interviews

This study examines the efficacy and moderators of New York State interventions for schools in need of improvement under NCLB, including: (1) school transfer, (2) supplementary education service (3) corrective action, (4) planning for restructuring, and (5) restructuring. Despite the fact that schools in increasingly aggressive treatment groups had higher performance gains relative to schools in good standing, propensity score matching analysis results reveal negative or null effects of the interventions. There are indications of treatment effect heterogeneity and the effects varied by the year of implementation and the propensity of treatment assignment (schooling conditions prior to interventions). The findings of our study have implications for both theory of action and program implementation.
Putting Multiliteracies into Practice: Digital Storytelling for Multilingual Adolescents in a Summer Program
Author: Angay-Crowder, Tuba
Date: 2013-00-00
Type: Journal Articles
Subjects: Multilingualism,Multiple Literacies,Summer Programs,Middle School Students,Latin Americans,Story Telling,Teaching Methods,Nonprofit Organizations,Multimedia Materials,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Teacher Education Programs

In this article we demonstrate how we created a context in which digital storytelling was designed and implemented to teach multilingual middle school students in the summer program sponsored by a local nonprofit organization, the Latin American Association, in a city in the southeastern United States. While implementing the notion of multiliteracies (New London Group, 1996) in the Digital Storytelling classroom, we designed tasks and activities that were aligned with the four components of a multiliteracies pedagogy (i.e., situated practice, overt instruction, critical framing, and transformative practice) in order to engage the students in exploring their multiple literacies and identities by using multiple semiotic modes and resources (e.g., texts, images, and sounds). Our digital storytelling lessons show that multiliteracies practices can be a powerful venue for second-language learners and teachers. We further discuss how multiliteracies practices like digital storytelling can be adapted to other educational contexts.
STEM Club Participation and STEM Schooling Outcomes
Author: Gottfried, Michael A.
Date: 2013-10-07
Type: Journal Articles
Subjects: Clubs,STEM Education,Student Participation,Mathematics Education,Mathematics Achievement,Science Education,Probability,Majors (Students),Decision Making,Achievement Gap,Persistence,Extracurricular Activities,Racial Differences,Gender Differences,Poverty,Correlation,Secondary School Students,College Students,Science Achievement,Longitudinal Studies,Regression (Statistics),Grade Point Average,Quasiexperimental Design

To develop a more robust understanding of the relationship between non-formal, school-based STEM activities and students' success and persistence in STEM fields, this study evaluates how math club participation influences math GPA and how science club participation influences science GPA. Additionally, this study evaluates how math or science club participation associates with the probability of selecting a STEM major in college. Utilizing data from the National Longitudinal Study of Adolescent Health (Add Health) to examine these relationships, the results suggest that there is a STEM achievement gap in the success and persistence of students who do and do not participate in STEM-related extracurricular clubs. While, for the most part, the results were not differentiated by gender or race/ethnicity per se, they were in fact distinguishable by poverty status and the interaction between race and poverty status.
Teachers' Discourses on Teaching Students of Elementary School English Literacy Development in Ontario
Author: Brubacher, Katherine
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Literacy Education,Elementary School Students,Educational Philosophy,Student Attitudes,Teacher Attitudes,Native Language,Teaching Methods,Qualitative Research,Semi Structured Interviews,Language Teachers

This article explores teachers' discourses on teaching English Literacy Development (ELD) students in mainstream elementary school classrooms through an examination of their philosophies of teaching and reflections on literacy. The findings are based on empirical qualitative data collected from interviews with two English-as-a-second language (ESL)/ELD teachers in two school boards in Ontario. Both participants discussed the importance of developing awareness of and including in classes students' learning and language experiences from outside the formal education system. Challenges perceived in the school communities included the structure of schooling, the demands of the curriculum, the incorporation of students' unwritten first languages, and negative views of ELD students.
Making Connections: Language Activities for Creating Interpersonal Tolerance in the Classroom
Author: Renaud, Susan
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Class Activities,Cultural Awareness,Self Concept,Prosocial Behavior,Interpersonal Competence,Conflict,Intergroup Relations,Teaching Methods,Foreign Countries,Language Experience Approach,Program Descriptions,Family (Sociological Unit),Secondary School Students,Singing,Interviews,Geographic Regions

Using communicative activities with learners from diverse cultures can create excitement and empathy while promoting the acquisition of English. This article offers ESL/EFL activities that foster interpersonal tolerance among students who have experienced intergroup conflict. The activities are based on the idea that there are four levels of cultural awareness: self, family, community, and region/world.
Let's Talk! ESL Students' Needs and Writing Centre Philosophy
Author: Moussu, Lucie
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Laboratories,Writing (Composition),College Faculty,College Students,Educational Practices,Educational Philosophy,Language Teachers,Foreign Countries

When university/college faculty members believe that ESL students' writing skills are not equivalent to those of native speakers, they frequently send these ESL students to their institution's writing centres (WCs). However, this often results in frustration for WC staff, the students, and faculty members. This article first describes ESL students' language-learning backgrounds and expectations, as well as WCs' still-evolving philosophy and practices, to demonstrate that ESL students visiting WCs are still often caught between two opposing educational frameworks. The article then offers possible solutions and discusses the importance of initiating dialogue among ESL instructors, ESL students, WC staff, and university/college professors.
The Role of Transitions in ESL Instruction
Author: Steinman, Linda
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Connected Discourse,Teaching Methods,Metalinguistics,Language Fluency,Writing (Composition),Oral Language

Transitions in ESL contexts generally refer to those linking words placed between sentences and between paragraphs. Transitions in writing (and in speaking) are helpful; they facilitate coherence and cohesion when used correctly. Understanding them when reading allows us to join the writer in seeing why and how idea B follows idea A. In this commentary I argue that transitions serve the same function in the unfolding of ESL instructional experiences. Instructors have pre-planned the choreography, but is it transparent to the students? Should it be? What if we conceive of the ESL lesson as text--an essay in particular?
Opening the &quot;Black Box&quot;: Organizational Differences between Charter Schools and Traditional Public Schools
Author: Wei, Xin
Date: 2014-01-20
Type: Reports - Research
Subjects: Charter Schools,Conventional Instruction,Teaching Conditions,Teacher Evaluation,Job Satisfaction,Self Efficacy,Probability,Academic Achievement,Correlation,Instructional Effectiveness,Teacher Characteristics,Educational Change,Teacher Attitudes,Teaching Methods,Administrative Organization,School Administration,Rural Areas,Measures (Individuals),Teacher Surveys,Factor Analysis,Statistical Analysis,Quasiexperimental Design

Using survey data collected from 2,273 teachers in Texas, this study explores differences in school organization that contribute to the experiences (e.g., working conditions, instruction and student engagement in learning, self-efficacy and job satisfaction, and teacher evaluation) of charter school and traditional public school teachers. Researchers used propensity score matching to reduce the impact of selection bias and to produce accurate estimates of the charter-traditional public school differences. Compared with similar teachers in traditional public schools, charter school teachers reported a more supportive teaching environment, higher expectations of students among staff, a greater sense of responsibility for student learning, and higher levels of student engagement in learning. However, they reported, attending fewer professional development trainings focused on instruction and aligned to teaching assignments, fewer opportunities for professional development and collaboration with colleagues, and lower perceived fairness of teacher evaluation. Findings from this study provide valuable insight into the school organization factors that may underlie teacher turnover and represent unmet needs among charter school teachers, and suggest strategic areas of focus for policymakers, charter management organizations, and charter school leaders in addressing teacher retention and student achievement.
Teaching English for Science and Technology: An Approach for Reading with Engineering English
Author: Porcaro, James W.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: English for Science and Technology,Second Language Instruction,Second Language Learning,English (Second Language),Engineering Education,Needs Assessment,Worksheets,Content Area Reading,Teaching Methods,Rhetoric,Course Descriptions,Course Content,Course Evaluation,Foreign Countries

Recognizing the relevance of English for Specific Purposes, this article outlines an approach for using authentic readings in a course in Engineering English. The article describes the importance of needs analysis, rhetorical focus, and reading for content; it suggests content for 15 lessons and provides a sample worksheet and other suggestions for assessment.
Addressing the Inclusion Imperative: An Urban School District's Responses
Author: DeMatthews, David Edward
Date: 2013-07-29
Type: Journal Articles
Subjects: Special Education,Inclusion,Urban Education,School Policy,School Districts,Mainstreaming,Federal Legislation,Educational Legislation,Disabilities,Educational Indicators,Federal Programs,Student Placement,Individualized Education Programs,Compliance (Legal),Qualitative Research,Case Studies

Over the past forty years, schools across the United States have become more inclusive for students with disabilities. However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their non-disabled peers. This article presents findings from a qualitative case study of one urban school district implementing special education-related inclusion reform over the course of four years. The district had a history of segregating students and numerous compliance issues with special education mandates; however, the arrival of a new superintendent brought new hopes for change. The authors argue that existing research regarding inclusion has typically ignored the policy implementation processes employed by school districts in establishing more inclusive schools and improved special education programs. This article provides a case description of a district's special education inclusion policy implementation process, the challenges district administrators were confronted with, and the positive and negative outcomes of the district's policies. The findings inform next-generation policy initiatives and future lines of inquiry.
Advocating for Children and Their Families within the School System: Reflections of a Long-Time Special Education Advocate
Author: Heitin, Ruth C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,Special Education,Individualized Education Programs,Child Advocacy,Special Needs Students,Federal Legislation,Educational Legislation,Administrators,Parents,Qualifications,Parent School Relationship,Disabilities

Early in 1992, Ruth Heitin embarked upon her career as a private special education consultant. As a special education advocate, she serves as an independent specialist, offering a second opinion on educational issues. In general, this type of advocate works for parents, either directly or through a nonprofit group, but their real clients are always the children. In order to support the child, advocates should be able to support parents through every step of the special education process, from initial evaluation through graduation and beyond, from the initial identification of the child to, if necessary, due process. Their role is one of support for parents in understanding and addressing the issues related to their children&apos;s educational needs. Advocates go to meetings with parents, assist in writing Individualized Education Programs (IEPs), help parents understand their child&apos;s educational records, clarify the child&apos;s educational needs, and help identify and locate appropriate educational services and programs. In this article, Heitin shares valuable insight from her years of experience working with school professionals and parents as as a private special education advocate.