ethanporcaro/eric-fulltext-meta huggingface dataset:
Picturing Time: Visual Techniques for Teaching the Concepts of Yesterday, Today, and Tomorrow
Author: Weinberg, Julia
Date: 2011-00-00
Type: Journal Articles
Subjects: Incidental Learning,Experiential Learning,Prior Learning,Literacy,Teaching Methods,Visual Aids,Time,Deafness,Concept Teaching,Cognitive Development,Concept Formation,Language Acquisition

A considerable amount of learning, especially in the early years, is incidental learning. What is incidental learning? It is learning that occurs simply through exposure to the environment--what people hear, see, and experience. It takes place in the natural course of events, without intentionally directed instruction about how or what to learn. It is now well-established that background knowledge is a substantial factor in developing literacy, and the breadth of a child's background knowledge depends largely on incidental learning. Incidental learning includes factual information as well as abstract concepts such as categories, cause and effect, symbols, and time. In this article, the author discusses visual techniques for teaching the concepts of yesterday, today, and tomorrow, especially for children who are Deaf. (Contains 1 resource.)
A Comparative Analysis of Cyberbullying Perceptions of Preservice Educators: Canada and Turkey
Author: Ryan, Thomas
Date: 2011-07-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Foreign Countries,Comparative Analysis,Computer Mediated Communication,Surveys,Bullying,Aggression,Teacher Education Programs,Student Teacher Attitudes,Curriculum Development,Community Involvement,Student Behavior

Canadian preservice teachers (year one N = 180 &amp; year two N = 241) in this survey study were compared to surveyed preservice educators in Turkey (N=163). Using a similar survey tool both Turkish and Canadian respondents agreed that cyberbullying is a problem in schools that affects students and teachers. Both nations agreed that children are affected by cyberbullying however a lack of confidence was found in the Canadian sample yet Turkish educators believed they could both identify and manage cyberbullying. Cyberbulling in comparison to other topics covered in the current teacher preparation program, was believed to be equally important. Preservice teachers in both countries believed they should use an anti-cyberbully infused curriculum which had activities and current resources. A school-wide approach, in combination with professional development coupled with counselling from community supports was perceived to be essential to deal with cyberbullying in each country. Parents and community members were believed to be essential as was the idea that various media sources should be used to reach the larger community. As a result of their university training both Turkish and Canadian respondents felt unprepared to deal with cyberbullying. (Contains 4 tables.)
Reading Women Teachers: A Theoretical Assertion for Bodies as Texts
Author: Mallozzi, Christine A.
Date: 2011-09-00
Type: Journal Articles
Subjects: Females,Human Body,Women Faculty,Personal Narratives,Social Theories,Hermeneutics,Feminism

Using a personal narrative as grounding, three theories create a base for understanding bodies as texts that are read. Ricoeur's (1971/2007) hermeneutic interpretivist theory of bodily action as text maintains that during real-time events, an observer can interpret a person's action for meaning. De Lauretis's (1984) theory of imaging contends that people derive meaning from bodily images based on observer's expectations, the image itself and the context, all which are driven by socio-cultural beliefs that are present before and during the reading. A piece of Gee's (1996, 1999) theory of Discourse proposes cultural models as symbols of what is considered normal, in this case normal for a teacher, as a tool to organise the meanings that people develop in reference to bodily action and image. The social theories (that is, ideologies) that shape the cultural models exist before, during and after the real-time events and affect who and what is supported or marginalised. These three theories, used in conjunction, have potential to guide better understanding of how women teachers' bodies, who comprise the majority of the teaching profession and have a history of objectification, are continuously read by themselves and others in school contexts. (Contains 1 figure and 1 footnote.)
An Evaluative Case Study on Professional Competency of Preservice Information Technology Teachers
Author: Kabakci Yurdakul, Isil
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Preservice Teachers,Qualitative Research,Computer Uses in Education,Information Technology,Instructional Materials,Pedagogical Content Knowledge,Guides,Preservice Teacher Education,Teacher Competencies,Participatory Research,Mentors,Cooperating Teachers,Elementary School Teachers,Computer Science Education,Interviews,Correlation,Student Teacher Evaluation,Case Studies,Educational Policy

The purpose of this study is to evaluate preservice Information Technology (IT) teachers' professional competency in the teaching process. The study was designed on the basis of evaluative case study. The participants of the study consisted of seven preservice IT teachers attending the department of Computer Education and Instructional Technologies (CEIT) at the College of Education of the higher education institution in Turkey in the spring semester of the 2008-2009 academic year, one participant researcher and one mentor teacher. In the study, the qualitative research data collection methods such as small-group interviews, observations and field notes were used, while the evaluation forms of the participant researcher and mentor teacher, the reflections of mentor teachers, and the researcher's journals were used as supplementary data sources. Inductive data analysis methods were employed in this study. The findings of the study indicated that the preservice IT teachers were competent in the preparation of instructional materials, in the use of instructional materials and technological tools and in the implementation of assessment and evaluation activities. However, the preservice IT teachers had a low level of competency in the use of technological concepts and in the observation of students' development. The findings of the study were discussed based on the handbook that was published by the MoNE. The research also has implications for future research, IT teachers and IT preservice teachers. (Contains 3 figures, 2 tables, and 2 graphics.)
Integrating Pragmatics into the MA-TESL Program: Perspectives from Former Students
Author: Vasquez, Camilla
Date: 2011-09-00
Type: Journal Articles
Subjects: Graduate Study,English (Second Language),Second Language Instruction,Communicative Competence (Languages),Pragmatics,Cultural Differences,Cultural Awareness,Instructional Materials,Electronic Mail,Content Analysis,Culturally Relevant Education,Teacher Education

This article describes a semester-long course focusing on pragmatics and language teaching, which is a curricular requirement in a Master's TESL program at one U.S. university. An exploratory study was conducted with a sample of students who had taken the course in the past 5 years, to determine whether they had been able to incorporate what they learned in the pragmatics course into their subsequent ESL/EFL (and, in some cases, other language) teaching. Participants' responses to open-ended items on an email questionnaire were analyzed for emergent themes. The article reports on the primary topic areas and techniques participants use to teach pragmatics to their ESL/EFL learners, the major obstacles facing teachers in bringing pragmatics into their language classrooms--as well as a few unexpected learning outcomes that students associated with this course. We conclude with a set of suggestions for other TESL educators who may also be interested in teaching students about pragmatics. (Contains 4 notes.)
Co-Constructing Pragmatic Awareness: Instructional Pragmatics in EFL Teacher Development in Japan
Author: Ishihara, Noriko
Date: 2011-09-00
Type: Journal Articles
Subjects: Teacher Education,Learning Theories,Seminars,Case Studies,Ethnography,Foreign Countries,Pragmatics,English (Second Language),Schemata (Cognition),Professional Development,Secondary School Teachers,Sociocultural Patterns,Language Teachers,Metalinguistics,Second Language Instruction,Second Language Learning,Discourse Analysis,Teaching Methods,Instructional Effectiveness

While some recent pioneering work (e.g., Eslami-Rasekh, 2005; Eslami &amp; Eslami-Rasekh, 2008; Yates &amp; Wigglesworth, 2005) has begun to investigate the effects of instructional pragmatics in teacher education, little has been explored in depth as to the way in which teacher cognition develops in the classroom discourse of language teacher development. This ethnographic case study describes the co-constructed development of teacher cognition as it relates to pragmatic awareness documented during a professional development seminar that focused specifically on instructional pragmatics. The seminar was a five-hour component in an intensive 30-hour teacher development program for re-certifying secondary teaching licensure in Japan. Following Vygotsky's sociocultural theory of learning (Vygotsky, 1978; Johnson, 2009), the pragmatics-focused seminar was built on interaction among participants and the instructor. Data consisted of seven of the participant teachers' documents, the instructor's field notes, and recordings of the teacher development seminar. The findings and analysis will place a particular focus on the process in which one of the teacher's pragmatic awareness was challenged, co-constructed, and reshaped in interaction through a critical learning episode (Kiely &amp; Davis, 2010). Implications of this study include the effectiveness and limitations of the efforts to promote instructional pragmatics with an intention to further explore effective teacher development in this area. (Contains 3 notes.)
Teaching L2 Pragmatics: Opportunities for Continuing Professional Development
Author: Vellenga, Heidi
Date: 2011-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Pragmatics,Teaching Methods,Faculty Development,Teacher Education Programs,Interlanguage,Communicative Competence (Languages),Adult Learning,Foreign Countries

Teaching L2 pragmatics is often not covered in teacher education programs, and is an excellent area for continuing professional development. As part of a larger project on instructed interlanguage pragmatics, volunteer instructor participants were asked to teach a series of lessons on pragmatics to university-aged (19-23) ESL learners in ESL and EFL contexts. Instructor responses to demographic questionnaires, comments on lesson checklists and responses to mid- and post-teaching interviews show that there is value to continuing professional development (CPD) on the topic of how to teach pragmatics for teachers with a range of previous experience in a variety of contexts. Although this was not a formal program in teaching pragmatics, lesson plans served as a mini-course in teaching pragmatics that teachers recommended for future teacher training programs and planned to incorporate pragmatics into future teaching contexts. (Contains 4 figures and 2 tables.)
Do Bears Fly? Revisiting Conversational Implicature in Instructional Pragmatics
Author: Murray, Jill C.
Date: 2011-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Figurative Language,Communicative Competence (Languages),Second Language Instruction,Pragmatics,Teacher Education Programs,Cultural Influences,Foreign Countries

Instructional pragmatics in teacher education is generally focused on ways that ESOL teachers can develop the pragmatic competence of L2 learners. However, as every interaction in an English medium classroom requires a high level of pragmatic competence on the part of teachers themselves, it can also be conceptualised more broadly to encompass the development of aspects of NNS teachers' own pragmatic competence which are important for teaching. This article reports on a case study involving a small group of NNS teachers who were taught about implicature with an explicit focus on concepts and metalanguage taken directly from Gricean pragmatics. Part of a published DCT which had been originally designed for research purposes was then adapted as a follow-up activity, assessing learning and providing students with opportunities to reflect on the linguistic and cultural factors underlying their initial responses. While raw test scores suggested that the explicit knowledge of theory was limited in its application to understanding implicature, the post-task reflections and discussion gave a very different picture. The research suggests firstly that despite the limitations of the Gricean model of implicature its intuitive nature makes it valuable for the education of teachers, and secondly that its application is most effective in a context of intercultural learning. (Contains 1 figure and 10 tables.)
In Their Own Voices: Reflections of Native and Nonnative English Speaking TESOL Graduate Students on On-Line Pragmatic Instruction to EFL Learners
Author: Eslami, Zohreh R.
Date: 2011-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Graduate Students,Methods Courses,Pragmatics,Communicative Competence (Languages),Computer Mediated Communication,Speech Acts,Teacher Education Programs,Pedagogical Content Knowledge,Reflection,Student Journals

In this paper I discuss a study that involved incorporating instructional pragmatics into an ESL Methodology course. Graduate students who were taking an ESL Methodology course were required to read the literature on interlanguage and instructional pragmatics and teach requestive speech act strategies to Taiwanese EFL students through computer-mediated communication (CMC). Students' reflective journals, online discussions, and instructor's field notes were analyzed qualitatively for emergent themes. The findings reveal how the incorporation of instructional pragmatics in an ESL Methodology course impacted the content knowledge and pedagogical knowledge of the graduate students who were involved in this project and what challenges they faced as they taught pragmatics to EFL learners through the use of CMC. Suggestions for ESL teacher education programs are provided and ideas for further research are provided at the end. (Contains 1 table.)
Renewing the Covenant: Ten Years after the Kellogg Commission
Author: Spanier, Graham B.
Date: 2011-09-00
Type: Journal Articles
Subjects: Nontraditional Students,Higher Education,Technology,College Faculty,Tenure,Partnerships in Education,Scholarship

This article presents the author's remarks at the 11th Annual National Outreach Scholarship Conference. The author offers five strategies for advancing engagement at colleges and universities: (1) each institution needs to focus on activities that play to its strengths; (2) colleges and universities need to advance access for nontraditional students; (3) the need to leverage technology and media to expand reach, foster communities, and engage students; (4) there is still a common perception among faculty that when it comes to tenure and promotion, a dossier will be evaluated on three things and three things alone: research, research, and research; and (5) the public must play a role. In conclusion, the author reiterates his belief that higher education is not an ivory tower, but an enterprise that both influences and is influenced by profound trends in society. He emphasizes that for educators with an important mission of engagement, the opportunities for colleges and universities to make a difference have never been greater. And the need has never been more pressing. The author calls on the audience to renew the Covenant set forth by the Kellogg Commission and to go beyond outreach and service to &quot;engagement.&quot; An engaged university can enrich and expand opportunities for faculty and students through internships, off-campus experiences, and service-learning. Moreover, it can serve communities in new and unexpected ways. (Contains 1 endnote.)
Tips for Constructing a Promotion and Tenure Dossier that Documents Engaged Scholarship Endeavors
Author: Franz, Nancy K.
Date: 2011-09-00
Type: Journal Articles
Subjects: Tenure,Service Learning,College Faculty,Faculty Promotion,Workshops,Scholarship,Documentation

The growth of the community engagement movement in higher education over the past 2 decades has resulted in more faculty member interest and practice in engaged scholarship. As more institutions value this work, faculty members are looking for ways to enhance the effectiveness of their engaged scholarship dossiers for promotion and tenure. This article summarizes content from a workshop on strengthening the engaged scholarship dossier offered by the author in a variety of venues. The author provides an overview of the engaged scholarship dossier context, explains why a focus on documenting engaged scholarship is important, outlines four steps for documenting engaged scholarship in the academic dossier, and lists best practices for faculty members building their engaged scholarship dossiers. (Contains 1 table and 1 figure.)
Measuring Engagement Impact on Communities: Challenges and Opportunities
Author: Hutchinson, Mary
Date: 2011-09-00
Type: Journal Articles
Subjects: Community Needs,Service Learning,Higher Education,Educational Assessment,School Community Relationship,Adult Literacy,Questionnaires,Student Surveys,Partnerships in Education,Student Evaluation

This article describes the author's reflections on a service-learning course at Penn State Lehigh Valley, a campus of The Pennsylvania State University. The author provides background about the university, the community need, and the service-learning course. Reflections from assessing two semesters of the service-learning course are provided.
The Impact of a Service-Learning Project on Student Awareness of Homelessness, Civic Attitudes, and Stereotypes toward the Homeless
Author: Buch, Kim
Date: 2011-09-00
Type: Journal Articles
Subjects: Course Evaluation,Homeless People,Stereotypes,Service Learning,Program Descriptions,Student Organizations,Learning Experience,Emergency Shelters,Practicums,Citizenship,College Students,Consciousness Raising,Student Attitudes,Attitude Change

In 2008, the University of North Carolina at Charlotte (UNC Charlotte) joined in a community initiative with the Urban Ministry Center to provide shelter to the homeless during the winter months. A student organization was formed to sustain university support. The author created a service-learning project as part of a Citizenship and Service Practicum course. Three semesters of end-of-course student evaluations indicate that the service-learning experience had an impact on the students in three ways. It raised awareness of homelessness; helped dispel negative stereotypes and foster more positive attitudes; and promoted positive civic attitudes and desire to &quot;make a difference.&quot; (Contains 2 tables and 1 figure.)
Four Members of the International Adult and Continuing Education Hall of Fame Reflect on Their Careers
Author: Sandmann, Lorilee R.
Date: 2011-09-00
Type: Journal Articles
Subjects: Careers,Reputation,Continuing Education,Adult Education,Higher Education,Partnerships in Education,Reflection,Adults

Drawing on collective experience of over 200 years, four members of the International Adult and Continuing Education Hall of Fame were panelists in a session at the 2010 National Outreach Scholarship Conference. As the panelists reflected on careers in the field of adult and continuing education, four sustaining themes emerged: commitment, pragmatism and political astuteness, ability to adapt, and inquisitiveness.
Indiana University-Purdue University Indianapolis and George Washington Community High School: Educating Their Communities Together
Author: Officer, Starla D. H.
Date: 2011-09-00
Type: Journal Articles
Subjects: Neighborhoods,Recognition (Achievement),Higher Education,High School Students,Partnerships in Education,College School Cooperation,Academic Achievement,Service Learning,Preservice Teachers

Indiana University-Purdue University Indianapolis worked with the residents and leadership of three neighborhoods adjacent to the campus to reopen the closed George Washington High School. The resulting partnership has strengthened the civic engagement mission of the university, and contributed to an award-winning community-based school. The partnership most recently was recognized with a 2010 Outreach Scholarship/W. K. Kellogg Foundation Engagement Award for the North Central Region.
West Virginia University's Health Sciences and Technology Academy
Author: Chester, Ann
Date: 2011-09-00
Type: Journal Articles
Subjects: Community Leaders,Higher Education,Public School Teachers,Leadership,College Faculty,Biomedicine,College Administration,Mentors,High School Students,Enrollment Rate,Disproportionate Representation,Outreach Programs,Professional Development,Mathematics Teachers,Science Teachers

This article describes the Health Sciences and Technology Academy, an outreach and engagement program by West Virginia University to encourage higher education faculty members and administrators, public school teachers, and community leaders to assume the responsibility of mentoring high school students. The primary goal is to increase the college going rate among underrepresented students in West Virginia. Additional goals are to improve science and math skill acquisition, to empower communities through leadership development of their youth, and to increase the number of health care providers as well as the number of math and science educators in West Virginia's currently underserved communities.