ethanporcaro/eric-fulltext-meta huggingface dataset:
Can We Talk? Using Community-Based Participatory Action Research to Build Family and School Partnerships with Families of Color
Author: Yull, Denise
Date: 2014-00-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,African American Family,Partnerships in Education,Focus Groups,Middle Class,Critical Theory,Cultural Enrichment,Social Isolation,Racial Discrimination,Stereotypes,Discipline,Interpersonal Competence,Cultural Awareness,Parent School Relationship,Achievement Gap,Parent Participation,Community Involvement,Suspension,Parent Attitudes,Cultural Pluralism,Culturally Relevant Education,Social Integration,Racial Attitudes,Racial Bias,Elementary Secondary Education

Research has demonstrated persistent, disproportionally negative educational outcomes for students of color, causing national concern in this area. School personnel increasingly understand the need to engage with parents as educational partners, but parents of color may feel marginalized in these efforts. This paper presents findings from a series of focus groups with middle-class parents of color in a small city in the Northeast United States. Using critical race theory, this research examines the parents' experiences in the community and with the schools. Findings regarding community include lack of cultural enrichment for families of color, isolation in the community, and experiences of colorblind racism and cultural ignorance. School-focused findings include lack of cultural competency in the schools, stereotyping, and racial disproportionality in school discipline. The discussion centers on the school district's strategic plan and the community-university partnership used as a vehicle for responding to these critical concerns.
Study on Parental Involvement Preparation at a Preservice Institution in Mongolia
Author: Sukhbaatar, Batdulam
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Elementary Education,Schools of Education,Parent Participation,Questionnaires,Interviews,Student Surveys,Barriers,Student Teaching,Cooperating Teachers,Teaching Skills,Teacher Attitudes,Gender Differences,Academic Achievement,Educational Change,Case Studies,Elementary Schools,Stakeholders,Student Diversity,Social Change

In 2008, in order to meet global standards for basic education, Mongolia adopted a new educational system replacing an 11-year system, under which children started primary school at age seven, with a 12-year system in which schooling commences at age six. Since education should be an active collaboration between school and family, having younger students in the new school system means parental support becomes even more essential in assisting primary school teachers to manage the higher learning expectations implied by this change. This study is aimed at investigating how primary education preservice training at one of the three national teacher-training institutions in Mongolia prepares teachers for parental involvement. To meet this objective, the study conducted document analysis, questionnaire surveys, and key-informant interviews. Thirty-two primary education major senior students were surveyed, while 17 stakeholders were interviewed. Participants expressed their concerns about barriers to parental involvement and teachers' overall lack of skills in developing parental involvement approaches in schools. The student teaching practice was found to be what best prepared preservice teachers for the topic, but their supervising classroom teachers also played a key role in shaping preservice teachers for parental involvement. However, classroom teachers have dissimilar skills in and attitudes towards involving parents. In addition to teachers' lack of skills in implementing parental involvement activities, heavy workloads, a limited understanding of family diversity, and gender issues also contributed to a lack of parental involvement.
Parental Mathematics Homework Involvement of Low-Income Families with Middle School Students
Author: O'Sullivan, Robyn Hackford
Date: 2014-00-00
Type: Journal Articles
Subjects: Correlation,Parent Participation,Mathematics Instruction,Homework,High Achievement,Low Achievement,Mathematics Achievement,Low Income Groups,Mathematics Teachers,Urban Schools,Junior High Schools,Parent Influence,Grades (Scholastic),Self Efficacy,Grade 7,Grade 8,Multivariate Analysis

This study explores the relationships between methods of parental assistance (i.e., provision of structure, direct assistance, and autonomy support) with mathematics homework for high-achieving and low-achieving students and children&apos;s achievement in mathematics in low-income families and examines the impact of parental efficacy on these findings. Seventy-nine students from low-income families and their parents and mathematics teachers who were recruited from an urban junior high school participated in this study. The results indicate that provision of structure is the most prevalent method of involvement in mathematics homework among low-income parents, regardless of their child&apos;s achievement level. Parental provision of structure contributes significantly to children&apos;s grades in mathematics. Parental involvement in mathematics homework in the forms of direct assistance and autonomy support does not predict children&apos;s grades. Parental self-efficacy is associated with parental involvement in mathematics homework. Implications and limitations of the present study are discussed, including the importance to helping low-income parents realize they can help their children succeed in math even if they cannot provide direct assistance with their homework.
Supporting English and Spanish Literacy through a Family Literacy Program
Author: Wessels, Stephanie
Date: 2014-00-00
Type: Journal Articles
Subjects: Family Literacy,Literacy Education,Bilingual Students,Hispanic American Students,Program Implementation,Language Maintenance,Story Reading,English (Second Language),Parent Participation,Parent Child Relationship,Reading Aloud to Others,Bilingual Instructional Materials,Bilingual Education Programs,Qualitative Research,Semi Structured Interviews

Family literacy studies have shown that the role of parental storybook reading has an impact on children&apos;s success in school-based literacy instruction. However, many children who are English language learners come from homes or cultures where storybook readings are not common practice. The purpose of this qualitative research study explored the effects of an eight-week bilingual family literacy program for Latino, English learning families. Triangulation was assured through multiple sources of data: semistructured interviews conducted with participating parents; parent evaluation surveys; and researcher field notes. During the implementation of the bilingual family literacy program and the analysis of the data, three themes emerged: maintaining the first language, practicing what I have been taught, and the importance of time. Implications for educators are discussed.
&quot;It's Like We're One Big Family&quot;: Marginalized Young People, Community, and the Implications for Urban Schooling
Author: Gosine, Kevin
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Students,Qualitative Research,Low Income Groups,Disadvantaged Youth,Socioeconomic Status,Ethnicity,Urban Environment,Focus Groups,Interpersonal Relationship,Attachment Behavior,Violence,Student Attitudes,Police Community Relationship,Stereotypes,Community Resources,Disadvantaged Environment,Student Surveys,Coping,Change Strategies,Cultural Relevance,Foreign Countries,Interviews

This qualitative study explored the perceptions and experiences of high school students from a diverse, low-income urban community in Toronto, Canada. Findings revealed a strong sense of community, reinforced by the interlocking racial and class oppression and stigmatization participants experienced within the broader society, including school. The argument is made that students' strong sense of community stands in contrast to the individualistic ethos that characterizes mainstream schools where educators frequently fail to cultivate the &quot;community cultural wealth&quot; (Yosso, 2005) such students possess. The article concludes with a discussion of strategies educators can utilize to cultivate the strengths that marginalized youth bring to the classroom, highlighting the potential benefits of service learning, in particular.
Great Expectations? Critical Discourse Analysis of Title I School-Family Compacts
Author: Evans, Michael P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Family School Relationship,Partnerships in Education,School Community Relationship,Educational Legislation,Federal Legislation,Disadvantaged Schools,Educationally Disadvantaged,Minority Group Children,Discourse Analysis,Criticism,Power Structure,Family Involvement,Computational Linguistics,Models,Elementary Schools,Middle Schools,High Schools

Family, school, and community partnerships are a critical part of student achievement, but the successful establishment of meaningful partnerships with low-income and minority populations remains elusive. In 1994, legislators in the United States passed a version of the Elementary and Secondary Education Act (ESEA) that seeks to address this challenge with the inclusion of several parental involvement mandates, including the development of a school-family compact in every school receiving Title I funding. This study combines critical discourse analysis with a corpus linguistic approach to examine such compacts in the Midwest region of the United States. The authors seek to understand how discourse in these documents contributes to the framing of family, school, and community partnerships and how the role of power is addressed within these compacts. Findings indicate that Title I compacts primarily reinforce hierarchical models of parental involvement and emphasize transactional encounters over and above partnership activity. A model of co-construction that fosters more authentic engagement is introduced as an alternative approach to current school-family compact development practices.
Pre-Service Teachers' First Foray into the ESL Classroom: Reflective Practice in a Service Learning Project
Author: Uzum, Baburhan
Date: 2014-11-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Learning,Case Studies,Qualitative Research,Essays,Assignments,Service Learning,Middle School Students,Second Language Instruction,Guidelines,Student Attitudes,Language Teachers,Reflective Teaching

This study explores the professionalization of a group of 28 pre-service teachers, using a qualitative case study design and reflective practice as the analytical framework. The pre-service teachers were involved in a service learning project at a local middle school in the U.S. where they designed and taught a content area lesson to English language learners (ELLs). After the lesson, the pre-service teachers analyzed their experience through a reflective essay assignment. Findings indicated that the pre-service teachers recognized the need to adapt their lessons for ELLs in varying degrees primarily in the areas of language and content support. Reflective practice as a component of the process of providing sheltered instruction of English should serve as an instrumental part of preparing teachers to work in diverse educational contexts.
Supervisor Use of Video as a Tool in Teacher Reflection
Author: Baecher, Laura
Date: 2014-11-00
Type: Journal Articles
Subjects: Video Technology,Reflective Teaching,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Supervision,Preservice Teachers,Teacher Education,Masters Programs,Lesson Plans,Teaching Methods,Vignettes,Observation,Questionnaires,Practicums

Supervisors play a critical role in fostering teacher candidates' reflective thinking on their practice, yet too often it is the supervisor, rather than the teacher, doing most of the observation work. Video-based supervision offers a promising alternative, as teachers have an opportunity to examine their own lesson and thus engage with the supervisor in a more collaborative conference. In this paper, we explore the ways supervisors approach video in their conferencing with teachers as a vehicle for teacher reflective practice at one TESOL master's program in the USA. We examine what supervisors find salient in video observations, how they approach teachers when reviewing a lesson using video as a means to ground observation in evidence, and the struggles they encounter when trying to foster teacher reflection. We conclude with suggestions for implementing video-based supervision.
&quot;Teacher You Are Stupid!&quot;--Cultivating a Reflective Disposition
Author: Farrell, Thomas S. C.
Date: 2014-11-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education,Knowledge Base for Teaching,Language Teachers,Teaching Experience,Teaching Methods,Teacher Attitudes,Reflective Teaching

There is a longstanding recognition in the field of language education that teachers must continually shape and reshape their knowledge of teaching and learning throughout their careers (Farrell, 2015). Much of a teacher&apos;s early knowledge is developed initially in teacher education programs, and then through teaching experiences and reflections throughout their careers. Nonetheless, teaching experiences are not enough to foster development unless they are consciously reflected on, and teachers are encouraged throughout their careers to take on the role of reflective practitioners where they consciously subject their beliefs and classroom practices about teaching and learning to critical analysis (Farrell, 2007, 2015). As Richards and Farrell (2005) suggest, reflection can thus be understood as &quot;the process of critical examination of experiences, a process that can lead to a better understanding of one&apos;s practices and routines&quot; (p. 7). In this article the author would like to focus on a neglected yet necessary aspect of implementing the process of reflective practice in language education. What is missing in many of the discussions on reflective practice in many fields of study is the need to develop a reflective disposition. Farrell points out in this article his belief that in order for teachers to be reflective, they must return to John Dewey&apos;s work on reflective thinking and realize that there can be no true reflection without a teacher developing a set of attitudes that are at the heart of the reflective process. Therefore, Farrell maintains that when teachers engage in reflective practice they should not only develop knowledge of reflective methods and strategies to achieve an end product of reflection, but also develop the necessary three main character attitudes to accompany the reflective process--open-mindedness, responsibility, and whole-heartedness. In this article, Farrell discusses these three attitudes as they apply to TESOL and to his own teaching.
School Performance in Elementary, Middle, and High School: A Comparison of Children Based on HIPPY Participation during the Preschool Years
Author: Brown, Amber
Date: 2014-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Preschool Children,Early Intervention,Grade 3,Grade 5,Grade 7,Grade 9,Quasiexperimental Design,Scores,Attendance Patterns,Grade Repetition,Discipline Problems,Statistical Analysis,Reading Achievement,Mathematics Achievement,Success,Comparative Analysis,Elementary School Students,Middle School Students,High School Students

The purpose of this study was to determine the impact of the Home Improvement for Preschool Youngsters (HIPPY) program on school performance during the 3rd, 5th, 7th, and 9th grades. The study employed a quasi-experimental, post-hoc design using existing data on children who participated in the HIPPY program as 3-, 4-, or 5-year-olds, including: Texas Assessment of Knowledge and Skills (TAKS) scores, attendance records, school retention, and discipline referrals. Independent samples t-tests and chi-square analysis revealed that in all four grades HIPPY children had significantly higher rates of school attendance, were retained less often, had fewer repeat discipline referrals, scored higher, and had higher pass rates on the Reading and Math TAKS than matching children without HIPPY experience. Results indicate that children who participated in the HIPPY program as a 3-, 4-, or 5-year-old appear to have benefited long-term from the experience. The results also suggest that the HIPPY program intervention can increase school achievement and build a strong base for school success.
Where Are &quot;Their&quot; Voices? Examining Power and Privilege in a Family Literacy Text
Author: Kumar, Tracey
Date: 2014-00-00
Type: Journal Articles
Subjects: Family Literacy,Social Influences,Mothers,Parent Role,Reading Skills,Reading Instruction,Content Analysis,Thematic Approach,Coding,Parent School Relationship,Parents as Teachers,Social Bias,Whites,Critical Theory,Race,Racial Bias,Reading Materials,Early Childhood Education,Adult Literacy,Knowledge Level,Teaching Methods,Values

The purpose of this study was to examine how a family literacy text linked to a large-scale, U.S.-based family literacy program either privileged or disprivileged dominant, Eurocentric literacy practices. More specifically, this study investigated the ways in which the family literacy text: (1) conceptualized literacy; and (2) constructed the role of mothers in supporting the literacy development of their children. Critical content analysis was used to identify themes, categories, and codes within the text. The findings from this study suggest that while the family literacy text conceptualizes home and school literacy similarly, it situates home literacy within a supporting role. The findings also suggest that the family literacy text positions parents as conduits between home and school and as instructional assistants supporting the work of their child&apos;s teacher. Thus, the family literacy text encourages parents to initiate communication with teachers, learn about classroom-based literacy practices, and incorporate similar texts and activities within the home. Based on these findings, the family literacy text seems to promote the transmission of school literacy, thus privileging dominant, Eurocentric literacy practices.
Engaging Urban Parents of Early Adolescents in Parenting Interventions: Home Visits vs. Group Sessions
Author: Finigan-Carr, Nadine M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban Areas,Parents,Early Adolescents,Intervention,Home Visits,Parent Education,Parenting Skills,Adolescent Development,Mixed Methods Research,Program Effectiveness,Child Rearing,Middle School Students,At Risk Persons,Violence,African Americans,Mothers,Parent Participation,Group Activities,Qualitative Research,Low Income Groups,Stress Variables,Stress Management,Educational Methods,Surveys,Likert Scales

Interventions targeting parents of young children have shown effectiveness, but research is lacking about best practices for engaging parents of early adolescents. Low levels of enrollment and attendance in parenting interventions present major problems for researchers and clinicians. Effective and efficient ways to engage and collaborate with parents to strengthen parenting practices and to promote healthy development of early adolescents are needed. This exploratory mixed methods study examined the feasibility of three methods of engaging parents in positive parenting activities. Participants were parents of youth ages 11-13 enrolled in three urban, public middle schools in neighborhoods characterized by high rates of community violence. Families (N = 144) were randomized into one of three interventions: six home sessions, two home sessions followed by four group sessions, or six group sessions. The majority of parents were single, non-Hispanic, African American mothers. Urban parents of middle school students were more likely to participate in home visits than in group sessions; offering a combination did not increase participation in the group sessions. As only 34% of those who consented participated in the intervention, qualitative data were examined to explain the reasons for nonparticipation.
Focus on Learning: Reflective Learners &amp; Feedback
Author: Bard, Rose
Date: 2014-11-00
Type: Journal Articles
Subjects: Feedback (Response),Reflective Teaching,Self Esteem,Language Teachers,Journal Writing,Misconceptions,English (Second Language),Second Language Learning,Second Language Instruction,Social Networks,Electronic Publishing,Mentors,Computer Assisted Instruction,Teaching Methods

Reflecting simply put is the act of thinking about something while seeking a deeper level of understanding. Reflective practice is applying this thinking systematically by making questions, collecting data, and analysing it in order, not to prove something, but to comprehend and act upon reality. It is also an ongoing process that involves everyone, not just the teacher. Farrell, for example, says that &quot;reflective practice is not isolated introspection; rather, it is evidence-based, in that teachers need to systematically collect evidence (or data) about their work and then make decisions (instruction and otherwise) based on this information. Reflective practice, then, is a compass that allows us to stop for a moment or two and consider how we can create more learning opportunities for students&quot; (2012, p. 15). It is understandable that many teachers find it difficult to take full advantage of reflective practice as it is time-consuming, daunting for novice teachers and requires a high level of autonomy and self-esteem from the reflective teacher. Moreover, reflective practice does not seem to be promoted as it should because it would encroach on teachers&apos; time in class if reflective hours were considered as part of the teaching process. Because of that, author Rose Bard decided in 2012 to pursue and implement reflective practice systematically rather than informally. Accordingly, she decided to start with the following typical teachers&apos; misconceptions in mind: (1) If the material has been used by others, it must be good; It worked for them, it will work for me; (2) Keeping a reflective journal takes loads of time which I don&apos;t really have; and (3) I think the lesson was successful, they all seem to enjoy it. These three points were at the core of Bard&apos;s quest in pursuing understanding of what was going on in her own classes. Reflective practice naturally makes us question what we believe, but Bard had no doubt that these three questions could also open an array of possibilities.