ethanporcaro/eric-fulltext-meta huggingface dataset:
Ways of Being in Teaching: Conversing Paths to Meaning
Author: Wiebe, Sean
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching (Occupation),Hermeneutics,Reflective Teaching,Teacher Student Relationship,Research,Teacher Collaboration,Poetry,Inquiry,Connected Discourse,Electronic Mail,Identification,Phenomenology,Role of Education,Value Judgment

In this article, we invite readers into a conversation about ways of being in teaching. Through e-mails, telephone calls, and face-to-face meetings, we use our first conversations with each other as shared moments that we returned to, seeking to better understand how we made meaning in our individual school teaching careers, and how we continue to make meaning as teacher educators. Exploring together our memories, we use poetry and narrative to collaboratively interpret what those memories might mean for us and for educational communities.
Reflections of Elementary School Literacy Coaches on Practice: Roles and Perspectives
Author: Lynch, Jacqueline
Date: 2010-00-00
Type: Journal Articles
Subjects: Intervention,Foreign Countries,Reflection,Elementary School Curriculum,Teacher Role,Beliefs,Educational Practices,Interviews,Literacy,Coaching (Performance),Elementary School Teachers,Barriers,Professional Development

In this study, we examined the perceptions of Ontario elementary (primary K-3 and junior 4-6) literacy coaches to determine their roles, beliefs, and practices. We interviewed thirteen literacy coaches working in one Ontario school board about their literacy coaching. All coaches interviewed were teachers with specialized experience working in a literacy intervention program in their school board. We identified three major topics in participants' statements: coaches' role, barriers to effective literacy coaching, and overcoming barriers. This research offers suggestions for change in practice and provides insight into the role of literacy coaching as a mode of professional development in a Canadian urban centre. (Contains 1 footnote.)
Elementary Mathematics Teacher Preparation in an Era of Reform: The Development and Assessment of Mathematics for Teaching
Author: Kajander, Ann
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Elementary School Mathematics,Methods Courses,Teacher Education Curriculum,Educational Change,Mathematical Concepts,Mathematics Teachers,Pretests Posttests,Interviews,Knowledge Base for Teaching,Teacher Competency Testing,Cohort Analysis,Instructional Development

Teachers' understanding of the elementary school mathematics curriculum forms part, but not all, of the newly emerged field of mathematics for teaching, a term that describes the specialised mathematics knowledge of teachers. Pre-service teachers from a one-year teacher preparation program were studied in each of three years, using a pre-test/post-test survey of procedural and conceptual knowledge of mathematics required by elementary teachers. Beliefs about mathematics were also examined through post-test interviews of 22 of the participants from one of the cohorts. Each cohort of teacher-candidates was consistently found to be initially weak in conceptual understanding of basic mathematics concepts as needed for teaching. The pre-service methods course, which included a strong focus on specialised mathematical concepts, significantly improved pre-service teachers' understandings, but only to a minimally acceptable level. Program changes, such as extra optional course in mathematics for teaching, together with a mandatory high-stakes examination in mathematics for teaching at the end of the methods course, have been subsequently implemented and show some promise. (Contains 2 tables, 2 figures, and 1 footnote.)
The Georgetown Consortium Project: Interventions for Student Learning Abroad
Author: Vande Berg, Michael
Date: 2009-00-00
Type: Journal Articles
Subjects: International Programs,Learning Strategies,Study Abroad,Consortia,Partnerships in Education,Student Characteristics,Cultural Awareness,Intercultural Communication,Intervention,Mentors,College Students,Oral Language,Language Proficiency,Language Tests,Interviews,Second Language Learning,Housing,Achievement Gains,Measures (Individuals)

Six years ago, Georgetown University's Office of International Programs, together with partner institutions, designed a large-scale, multi-year study of U.S. student learning abroad. The data support three broad conclusions with significant implications for study abroad policies and practices. This analysis concentrates for the most part on one conclusion, that is, the study revealed significant relationships between independent variables representing learner characteristics and program features and the intercultural and target language learning of students abroad. The relationships between student learning and certain independent variables support the argument that students learn most effectively abroad given proactive learning interventions. This study, in highlighting a number of learner characteristics and program components that are significantly associated with student learning abroad, has yielded two different types of findings: first, those that call attention to needs for improving student learning; and second, those that suggest interventions that address those needs. The study has identified two intercultural learning needs and suggested six interventions that might be implemented at home campuses prior to departure to increase intercultural learning abroad. It has also identified five intercultural needs that might be addressed abroad through the intervention of a well-trained cultural mentor who meets with students frequently and who designs and delivers those interventions within Sanford's challenge/support hypothesis. (Contains 4 figure, 33 tables, and 37 notes.)
African American Women Scholars and International Research: Dr. Anna Julia Cooper's Legacy of Study Abroad
Author: Evans, Stephanie Y.
Date: 2009-00-00
Type: Journal Articles
Subjects: African American Students,Females,Interests,Foreign Countries,Study Abroad,Research,College Faculty,Doctoral Degrees,Intellectual Disciplines,Educational History

EIn this article, the author presents a little-known but detailed history of Black women's tradition of study abroad. Specifically, she situates Dr. Anna Julia Cooper within the landscape of historic African American students who studied in Japan, Germany, Jamaica, England, Italy, Haiti, India, West Africa, and Thailand, in addition to France. The story of Cooper's intellectual production is especially intriguing because at a time when Black women were just beginning to pursue doctorates in the United States, Anna Cooper chose to earn her Ph.D. from the Sorbonne in Paris. The author demonstrates that Cooper's research agenda and institutional choice reflected a popular trend of Black academics to construct their scholarly identities with an international foundation. The author presents Cooper's education and shows how her research traversed national and international space in fascinating ways. Next, the author moves outward to show how international foci can be found in many African American women's research interests. This analysis reveals that a significant number of Black scholars have studied abroad in a range of geographic locations, and Paris was especially popular given the relative freedom Black Americans experienced there. In addition, readers receive a sample of how contemporary students with a wide range of disciplinary interests can engage and apply this history. The author ends by observing Cooper's significance as an American woman academic and outline implications for Black women's thought on research in the global Ivory Tower. (Contains 38 notes.)
Assessing Progress in Global Learning and Development of Students with Education Abroad Experiences
Author: Braskamp, Larry A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Global Approach,Student Development,Educational Experience,Study Abroad,Student Attitudes,Intercultural Communication,Cultural Awareness,Attitude Change,Individual Development,Educational Benefits,College Students,Foreign Countries,Statistical Analysis

Education abroad has become an increasingly important educational program (experience) in global learning and development, intercultural competence, intercultural maturity, and intercultural sensitivity of students. Evidence exists that education abroad is a powerful influence on student's attitudes, intercultural skills, learning within a discipline, and views of an education abroad experience, but to date little evidence exists about the potential influence of education abroad on holistic and global learning and development. This study examines progress in global learning and development of students with education abroad experiences. The research is based on the research question: Do students change their self reports on cognitive, intrapersonal, and interpersonal domains of global learning and development from the beginning to the end of their semester-long education abroad? A pretest-posttest design was selected to measure changes in students' global perspective over the period of one semester, the length of the education abroad experiences of students participating in this study. Based on the results of this research study, education abroad is an effective educational experience for students, if the desired goal of an education abroad experience is to help students to develop holistically and globally. Students progressed in all three domains of global learning and development from the beginning to the end of the education abroad experience. These results support the argument that education abroad is a value added experience. Based on the research findings, the authors conclude that while students did change on five of the six dimensions of holistic student development, they progress more on some dimensions than in others. (Contains 4 tables.)
Transcending the Culturalist Impasse in Stays Abroad: Helping Mobile Students to Appreciate Diverse Diversities
Author: Dervin, Fred
Date: 2009-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Foreign Countries,Student Mobility,Misconceptions,Study Abroad,Cultural Awareness,Models,Self Concept,Exchange Programs,Metalinguistics,Student Attitudes

Study abroad is often referred to, first and foremost, as an intercultural experience during which &quot;cultures&quot; are encountered and for which mobile students should be prepared. This article, which is based on research carried out on various aspects of student mobility in Europe, and more precisely in Finland, aims to go beyond the &quot;myths&quot; related to study abroad and examine how mobile students can develop competences that can aid them when dealing with various aspects of the experience. This article also calls for a change in the manner in which people consider intercultural communication, by adopting an approach which concentrates solely on the analysis of identity (co-)construction--a key element in the development of noticing strategies used by interlocutors to &quot;dramatize themselves.&quot; Based on a model of intercultural competences called proteophilic competences, this article demonstrates how the model can be applied and used by students to go from the &quot;commodification of intercultural understanding&quot; to the appreciation of one's own diversity and that of others. The article is divided into three sections. The first section attempts to contextualize student mobility in Europe, and more specifically Finland by presenting analogies between the students' experiences and experiences in our contemporary world. The second section is devoted to the definition and justification of proteophilic competences that can help students go beyond misconceptions about their time in Finland. The final section looks at the outcome of a course on intercultural communication with exchange students in Finland, which was developed using this method. The overall objective of the article is to show the potential impact of the model on the manner in which exchange students see and talk about themselves and otherness. (Contains 9 notes.)
Holistic Assessment and the Study Abroad Experience
Author: Doyle, Dennis
Date: 2009-00-00
Type: Journal Articles
Subjects: Research Design,Student Attitudes,Holistic Evaluation,Holistic Approach,Study Abroad,Cultural Awareness,Individual Development,Interviews,Measures (Individuals),Data Analysis

While many educators who work closely with study abroad programs could conjure up a litany of testimonials about the dramatic impact of study abroad, it is often difficult to move beyond vaguely descriptive accounts to reliable data showing how this experience influenced a student's growth in intercultural sensitivity and awareness. King and Baxter Magolda (2005) argue for a more holistic approach to assessing the study abroad experience that can move beyond the vague, attitudinal responses and delve more deeply into student progress toward intercultural maturity. The research study reported in this paper is a response to the call for more comprehensive data from which to assess student growth and development during the semester studying abroad. First, the research design is explained to clarify the integrated approach that employs both qualitative and quantitative methods. Second, the specific project is described, as well as the holistic, interpretive framework for assessing the collected data. Third, the representative data gathered from the Global Perspectives Inventory (GPI) and in-depth interviews is shared with commentary identifying how the data may assist in a more complete understanding of the study abroad experience. Finally, a summary of this project is offered with some ideas for further research.
Preparedness for Study Abroad: Comparing the Linguistic Outcomes of a Short-Term Spanish Program by Third, Fourth and Sixth Semester L2 Learners
Author: Duperron, Lucile
Date: 2009-00-00
Type: Journal Articles
Subjects: Second Language Learning,Spanish,Second Language Instruction,Prior Learning,Language Enrichment,Study Abroad,Oral Language,Task Analysis,Narration,Language Fluency,Predictor Variables,Phonemes,Educational Benefits,Phonology,Outcomes of Education,Foreign Countries,College Students

Study abroad (SA) is one of the flagship offerings among United States higher education institutions. Approximately 220,000 students studied abroad in the 2005/2006 academic year, 52.8% of whom studied on programs that lasted eight weeks or less. The effect of these short-term programs on second language development has been little investigated, which represents an issue given their increasing popularity. Research on the effect of learning contexts on second language acquisition (SLA) suggests that course completion is only one of the many factors that will affect success abroad. This study examines second language development in a short-term program based on the number of courses that learners have completed prior to their abroad experience. It aims to describe what kind of language development occurs in the short-term SA environment based on learners' previous language experience. Three students participated in this study. Results for all three participants from Time 1 and Time 2 were analyzed for the Oral Narration Task and the Listen and Repeat Task. All three of the participants in the present study demonstrated an increase in narrative abilities from a qualitative perspective. Although there is an increase in words/syllables repeated for all three participants from Time 1 to Time 2--a finding that reflects Lord's (2006)--there is no particular overall linguistic effect observable for all three participants. The findings in the study show that short-term SA provides an opportunity for benefits similar to those provided by longer-term SA, as described by Lafford (2006): narrative abilities, discourse abilities and fluency. The present study supports the assertion that preparedness, as defined as seat time, is not the sole predictor of appropriate timing of a short-term study abroad experience. The results show that short-term study abroad experiences can benefit language learners of different levels in different ways. (Contains 2 notes.)
Post-Reciprocity: In Defense of the "Post" Perspective
Author: Johnson, Martha
Date: 2009-00-00
Type: Journal Articles
Subjects: Postmodernism,Study Abroad,World Views,Educational Objectives,Exchange Programs,Foreign Students,Proximity,Indigenous Populations,Stereotypes,Cultural Influences,Global Approach,Economic Impact,Travel,Reflection

In the ongoing dialogue surrounding the project and facilitation of education abroad, several articles and presentations have positioned the conversation in the context of Western colonial history and the behaviors of the colonial traveler. Quite appropriately, such discussions have sought to raise consciousness in regard to the danger of modeling the facilitation of programs abroad on the colonial and expatriate tradition. From this viewpoint, perceived manifestations of the "postmodern" study abroad experience are often referred to with thinly veiled contempt as rootless and cursory "contact zones," conducted in bars and tourist traps, and designed to provide a sanitized and too comfortable cultural experience. The proper application of post-structural, postcolonial, and postmodern theory is remarkably apropos and useful in assisting a student to engage with the complexity of the world they experience when they study abroad. Postmodern theory and methodologies can assist with bringing into consciousness the inherent biases in people's responses to the world around them, and help educators redefine the ways that they organize and deliver study abroad programs. The student who has grown up understanding that "reality TV" is not "real" is adept at grasping the complexities of the postmodern world. Their physical engagement in the act of travel indicates a desire for something more experiential. In this article, the author stresses that it is time to embrace the world they inhabit and maximize its unique educative opportunities from a "pro-post" perspective. (Contains 1 note.)
Over-Stressed, Overwhelmed, and over Here: Resident Directors and the Challenges of Student Mental Health Abroad
Author: Lucas, John
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,College Students,Mental Disorders,Self Disclosure (Individuals),Mental Health,Health Services,Resident Advisers,Role,Cooperation,School Counselors,Program Administration,Culture Conflict,Substance Abuse,Anxiety,Depression (Psychology),Self Destructive Behavior,Adjustment (to Environment),Personality Traits,Role Conflict,Interpersonal Relationship,Documentation,Policy

Foreign language professionals have demonstrated the benefits of learning language in an immersion environment and intercultural specialists can attest to the benefits of exposure to different world views in terms of increased tolerance for ambiguity and acceptance of difference. Study abroad can be a tremendously beneficial and positive experience for undergraduates. As a resident director and professor in Barcelona for more than 13 years, the author steadily encountered more students with incapacitating mental health concerns. This article began from the author's own struggle to help several students abroad suffering from mental illness that taxed his personal and professional resources to their limits. As he reflected on those cases, the author found that little had been written on the role of the resident director in relation to the mental health challenges students may experience while on overseas programs. In this article, the author attempts to state the nature of these issues, examine current research, and present actual cases of study abroad students with whom the author worked on a variety of mental health concerns. The author discusses the challenges for resident directors in dealing with mental health problems overseas. Policy recommendations for education abroad programs as well as recommendations for resident directors are presented. (Contains 3 notes.)
Beyond Reflection through an Academic Lens: Refraction and International Experiential Education
Author: Pagano, Monica
Date: 2009-00-00
Type: Journal Articles
Subjects: Course Objectives,Transformative Learning,Service Learning,Program Effectiveness,Critical Thinking,Thinking Skills,Reflection,International Educational Exchange,Instructional Design,Experiential Learning,Demonstrations (Educational),Cognitive Development

Students today are becoming more interested in international opportunities for study, and are drawn to alternative programs such as international service learning and international internships. These programs, however, must be carefully designed. In this paper, the authors propose using tools that go beyond the traditional understanding of reflection, in order to deepen the academic linkages to experience through reflection that leads to refraction. The authors introduce refraction as the transformative learning process that helps students understand and identify the intermediate processes of learning that aid the development of critical thinking skills. Refraction centers learning by integrating and elaborating the experience, the academic subject matter, and the context by examining assumptions and biases. To illustrate how the authors assess refraction, they present examples of student work and their assessment in an international service learning course and in an international internship. They believe that both purposeful design and the assessment of student work for reflection, critical thinking, and refraction moves educators forward to the achievement of course objectives and learning goals within the international context. (Contains 1 figure, 1 table and 2 notes.)
Making Study Abroad a Win-Win Opportunity for Pre-Tenure Faculty
Author: Moseley, William
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Nontenured Faculty,College Faculty,Time Management,Foreign Nationals,Teacher Collaboration,Research,Teamwork,Teacher Student Relationship,Liberal Arts,Educational Opportunities,Student Research,Theses,Knowledge Level,Geographic Location,Sharing Behavior

While study abroad is increasingly popular among students in the United States (IIE 2007), tenure track faculty involvement with these programs has not kept up with demand. University and college-run programs often struggle to find sufficient numbers of tenure track faculty, especially junior faculty, to staff their programs. While older faculty may view their own participation as instructors on a study abroad program as an opportunity to travel and to interact with students differently than they would on the home campus, junior faculty frequently perceive study abroad as something which must wait until after receiving tenure. While much has been written about the positive aspects of study abroad for students, there is a smaller literature on the benefits of study abroad for faculty, and especially junior faculty. Using a Macalester College-Pomona College-Swarthmore College sponsored program at the University of Cape Town as a case study, this article outlines how study abroad opportunities may be leveraged in support of the research imperatives of junior faculty, as a mechanism for encouraging student-faculty research collaborations, as a vehicle for exploring collaboration with non-US faculty, and a joyful opportunity for sharing one's place-based knowledge. This article is a review of the author's own involvement in a study abroad program as a junior faculty member. Given the variety of pressures faced by junior faculty at top tier liberal arts colleges, the author stresses that proper planning and the strategic choice of a study abroad program can lead to a win-win situation for faculty and students. (Contains 1 note.)