ethanporcaro/eric-fulltext-meta huggingface dataset:
The Boys Are Back and They&apos;re Looking for Drama
Author: Young, Chase
Date: 2020-00-00
Type: Journal Articles
Subjects: Theater Arts,Reading Instruction,Elementary School Students,Males,Reading Achievement,Gender Differences,Reading Comprehension,Grade 2,Learner Engagement,Cooperative Learning,Teaching Methods

In this article, the authors describe some recent research on Readers Theater in the elementary classroom that examined gender differences and achievement. In one particular study, boys who participated in Readers Theater significantly outperformed their peers in reading comprehension. Elementary school boys reported enjoying Readers Theater because it is different from the norm, and it is a collaborative and social activity. In order to look beyond numbers and survey responses, the authors observed second graders in action. Indeed, the boys were actively engaged, smiling, laughing, reading, and appeared to enjoy participating in Readers Theater. The following narrative was constructed to help illustrate the potential for Readers Theater to engage young boys in reading.
Using a Professional Learning Community Framework to Assist Early Field Experience Students as They Move from Teacher Candidate to Teacher
Author: Nielsen, Curtis P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Field Experience Programs,Preservice Teacher Education,Preservice Teachers,Elementary School Teachers,Cooperative Learning,Inquiry,Group Discussion,Teaching Methods,Classroom Techniques,Motivation,Questioning Techniques

Collaboration is rapidly becoming sacrosanct in today's K-12 schools. A basis for these collaborative school experiences is the ability to share one's observations of classroom activities. The Professional Learning Community (PLC) framework described here is a pedagogically based process that provides opportunities for Early Field Experience students to share their field involvements. The discussions are born from the teacher candidates' experiential learning as they take part in a 25-hour field placement. Providing teacher candidates with weekly PLC opportunities for sharing, simultaneously, has assisted teacher candidates' dispositional and pedagogical decision making as they make the transition from student to teacher.
Choice in Learning: Differentiating Instruction in the College Classroom
Author: Danley, Angela
Date: 2020-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Classroom Techniques,Student Attitudes,Phonemic Awareness,Phonology,Morphology (Languages),Preservice Teachers,Early Childhood Education,Elementary Education,Preservice Teacher Education,Personal Autonomy,Self Management,Psychological Needs,Metacognition,Instructional Effectiveness,Learner Engagement

This article addresses the importance of differentiated instruction in the college classroom. Additionally, it focuses on the results of the students' perceptions of differentiated instruction in the college classroom. Students in the college classroom were given choice boards to display their understanding on phonemic awareness, phonics, and morphology. The article discusses ideas for future direction based on the results from the action research project.
Teaching Leadership Lessons through the Camera Lens
Author: Singh, Rajesh
Date: 2020-00-00
Type: Journal Articles
Subjects: Films,Leadership Training,Teaching Methods,Student Attitudes,Critical Thinking,Mass Media Effects,Library Education,Leadership Styles,Attitude Change,Learning Activities,Graduate Students,Learner Engagement

Movies appeal to people globally and can be used as a very valuable intellectual exercise in understanding diverse workplace settings, stimulating curiosity toward other cultures, and learning the nuances of leading and managing in a global information context. This study demonstrates how a learning experience involving movies can be utilized in complementing existing pedagogical approaches for imparting leadership lessons. The findings from 101 LIS students' reflections reveal that a majority of students' (87%) perspectives about leadership either &quot;changed&quot; or &quot;reinforced&quot; their existing beliefs after studying leadership concepts portrayed in movies. Overall, the findings revealed students' critical thinking and take-away lessons about leadership, regardless of their response about leadership perspectives (changed, reinforced, or unchanged). This study indicates that by utilizing media in leadership education through carefully crafted pedagogy, LIS instructors can provide students with more realistic examples of positive and negative leadership in a global context.
Language Teachers&apos; Intercultural Learning: A Sociocultural Perspective
Author: Arshavskaya, Ekaterina
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,Cultural Awareness,Second Language Learning,Second Language Instruction,Preservice Teachers,Teacher Education Programs,Masters Programs,Sociocultural Patterns,Teacher Educators,Teaching Methods,Educational Practices,Affective Behavior,English (Second Language),Student Characteristics

Responding to the call to build teacher interculturality in more dynamic ways, this paper analyzes developmental trajectories of three pre-service teachers enrolled in a course on language and culture in a master's in second language teaching program at a U.S. university. From a sociocultural theory perspective, the article illustrates the various ways in which the pre-service teachers incorporated (or not) the mediational means available to them. The article findings support the claim about the sociocultural nature of human learning, while the analysis informed by a sociocultural perspective on learning explicates why intercultural learning can be more enriching for some participating pre-service teachers than for others. In line with the sociocultural perspective on human learning, the article highlights the importance of the affective dimension and activity for promoting teacher learning and argues for the need to better understand the process of teachers' application of new understandings into their practice. Besides, the article demonstrates the value of teacher educators' reflection on their work. It ends with pedagogical implications for language teacher educators.
Opening up Hispanic Literature: An Open-Access Critical Edition Assignment
Author: Ward, Julie Ann
Date: 2020-00-00
Type: Journal Articles
Subjects: Introductory Courses,College Students,Open Education,Cooperative Learning,Shared Resources and Services,Spanish Literature,Student Research,Electronic Publishing,Anthologies,Research Skills,Research Tools,Assignments,Writing Skills,Student Projects

Pedagogical research into cooperative learning and open educational resources supports an expectation for strong learning outcomes in both cases. This article is a guide to the implementation of a group assignment in a college introductory Hispanic literature course where students create critical editions of literary texts. The critical editions project described in this article focuses on team-building and training in group dynamics in addition to the skills of literary research. This project's relationship to the Open Education movement is an important part of its success, in that it both uses Open Educational Resources (OER) through public domain literary texts as the objects of study in the course, and also asks students to produce OER through their critical editions of literary texts in the public domain. In this essay, we describe a group activity in which students in an introductory literature course research and create digital critical editions of literary texts, which are in turn collected and published online in an open-access anthology. Over the course of a semester, students are engaged in establishing and maintaining group dynamics, learning the basic skills of literary research, and presenting their research findings with the goal of creating a public good.
Poetic License: Using Documentary Poetry to Teach International Law Students Paraphrase Skills
Author: Nilon, Robin
Date: 2020-00-00
Type: Journal Articles
Subjects: Poetry,Lawyers,International Law,Teaching Methods,Policy Analysis,English (Second Language),Second Language Learning,Writing (Composition),Law Students,Legal Education (Professions),Race,Profiles,Law Enforcement,Writing Skills,Court Litigation,Prose,Assignments

In this article, I show how the study of the poems of Charles Reznikoff -- a 20th century American lawyer -- helps teach the critical art of paraphrase to International law students, lawyers from The Temple's LLM Program. Scholars have acknowledged the difficulty of teaching paraphrase to students from civil law countries, acknowledging that it too often results in patchwriting or mere recitation, drained of any text-based policy analysis. Drawing on the fields of ESL, Composition, and Legal Writing, I show how the study of the poetry helps my student learn US-style legal writing. We use the poetry of Reznikoff, who, during the 20th century, wrote poems about reported cases in which race played a dominant role. The students summarize Reznikoff's poems into prose form and reported cases into poetry. Moving from one genre to another enhances the students' paraphrase skills, which they then apply to a modern search and seizure problem raising the issue of racial profiling. The students now demonstrate improved paraphrase skills and are more familiar with policy analysis -- skills that will greatly enhance their ability to practice law. Students in the humanities, sciences, and social sciences -- any field that values critical thinking and writing -- will also benefit learning these skills.
Promoting Critical Reading with Double-Entry Notes: A Pilot Study
Author: Ives, Lindsey
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Reading Instruction,Critical Reading,STEM Education,Reading Strategies,Reading Assignments,Notetaking,Freshman Composition,Technical Writing,Humanities Instruction,Critical Thinking

Recognizing a need to promote critical reading among students at our STEM university, the authors implemented an active reading strategy called double-entry notes across four general education writing and humanities courses. We hypothesized that the tool would help engage students in the critical reading strategies they tended to lack. The tool aimed to encourage students to think critically about assigned readings by analyzing texts, applying assigned readings to the world outside the text, synthesizing multiple texts, and the like. After assigning the tool, we assessed its effectiveness through a survey of students' perceptions and coded artifacts (N=182) for six markers of critical thinking. Results suggest that the tool succeeded in helping students to think critically about texts but that some markers of critical thinking were more consistent than others. Also, students' perceptions of the double-entry notes' benefits did not align with our findings based on analysis of their texts. Because results revealed critical engagement in reading, we plan to continue the study, adjusting the tool to address more specific critical thinking strategies.
The Multidimensionality of School Performance: Using Multiple Measures for School Accountability and Improvement
Author: Sun, Min
Date: 2020-06-08
Type: Journal Articles
Subjects: Academic Achievement,Accountability,School Effectiveness,Educational Improvement,Public Schools,Minority Group Students,Measurement Techniques,Elementary Secondary Education,Educational Legislation,Federal Legislation,Graduation Rate,Attendance,Discipline,Educational Environment,Race,Ethnicity,Student Behavior,Achievement Gap,Disproportionate Representation,Economically Disadvantaged,Correlation

The Every Student Succeeds Act of 2015 grants states and districts the flexibility to use multiple measures to assess school performance and strategically manage public schools for improvement in the United States. However, there is a lack of systematic, evidence-based guidance for practitioners on how to interpret the complex relationships between these multiple measures. Drawing on the organizational management literature on the multidimensionality of organizational effectiveness, along with longitudinal data from Washington State, we illustrate the multidimensionality of school performance and different measurement properties of school performance data. We also find that schools that are higher performing in terms of students' average scale scores and average growth percentiles in some cases have larger disparities in these same measures between historically underserved students of color and their peers than lower performing schools do. Moreover, these performance measures have time-series properties. The complexity of school performance measurement systems calls for continuous support for local educators to appropriately use school performance data to promote student success.
Spatial Othering: Examining Residential Areas, School Attendance Zones, and School Discipline in an Urbanizing School District
Author: Mawene, Dian
Date: 2020-06-15
Type: Journal Articles
Subjects: Urbanization,School Districts,Discipline,Residential Patterns,Elementary Schools,Racial Segregation,Neighborhoods,Disproportionate Representation,Low Income Students,Minority Group Students,Social Distance,Zoning,Elementary School Students

Drawn from interdisciplinary perspectives of special education, critical geography, and education policy, in this study, we examined the spatial patterns of residential areas, school attendance zones, and school discipline rates of an urbanizing school district in Wisconsin to understand the construction of spatial &quot;Other.&quot; We measured the city's dissimilarity index to examine racial and economic segregation between neighborhoods and elementary schools. We also measured the school district suspension rates to examine racial disproportionality in school discipline. We then analyzed to what extent the redrawing of elementary school attendance zones in the 2007-2008 school year was able to reduce the spatial concentration of racially and economically minoritized students in one elementary public school. We found that despite the well-intentioned efforts of the rezoning committee to lower the percentage of students from low-income families, spatial othering at the neighborhood level continued to funnel students from racially and minoritized backgrounds into the school, due to the concentration of low-income housing in the neighborhood of the school.
Using Films to Teach Turkish as a Foreign Language: A Study of Classroom Practice
Author: Yilmaz, Fatih
Date: 2020-06-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Turkish,Teaching Methods,Films,Intercultural Communication,Communicative Competence (Languages),Language Acquisition,Vocabulary Development,Pronunciation,Language Usage,Cultural Awareness,Learning Activities,Class Activities

In recent years, developing communication skills is the main goal of foreign language learning, so the most effective way of developing this skill is to expose the learners to real life situations. Movies provide exposures to real language, used in authentic settings and in the cultural context. Movies are the most effective audiovisual materials both in teaching basic language skills and reflecting the language and culture used in real life. Movies are frequently used in the teaching of foreign languages (English, German, French, etc.) that are widely taught. However, studies on the use of films in teaching Turkish as a foreign language are limited. In this study, authentic B1 level activities are developed by using Happiness &quot;Mutluluk&quot; movie to teach four basic language skills, and to develop intercultural competencies. Fifteen activities are developed according to the achievements regarding to the intercultural competency and communication skills developed by the Maarif Foundation. These activities can develop Turkish language learners' four language skills, vocabulary knowledge, pronunciation, critical understanding and encouraging them to use language in a creative way. Also, these activities can increase language learners' intercultural understanding, as well as helping them to become aware of the similarities and differences between cultures.
Evaluation of Impact of Fine Arts High School Music Department Program on Students&apos; Piano Playing Skills
Author: Deniz, Jale
Date: 2020-07-00
Type: Journal Articles
Subjects: Program Evaluation,High School Students,Fine Arts,Music Education,Musical Instruments,Student Attitudes,Skill Development,Case Studies,Gender Differences,Social Class,Program Effectiveness,Student Evaluation,Musical Composition,Performance,Foreign Countries

The research is aimed to evaluate the impact of fine arts high school music department program on the piano playing skills of students. In this context, it was determined to what degree fine arts high school students thought the school program contributed to their piano playing skills and differentiation of student opinions as per their gender and class was also examined. A cross sectional descriptive design was conducted. The sample of the research consists of 356 students attending five different Music Departments of Fine Art High Schools. A questionnaire, consisting of 23 items, was formed by the researcher to collect the data. The results showed that majority of students considered that the program was insufficient to contribute to development of their piano playing skills. For example, almost half of the students thought that the school program did not adequately develop their sills which include production and performance of musical ideas, transposition and composition skills in relation to piano playing skills. On the other hand, most of the students think that the program developed their independent instrument learning skills and their skills to evaluate the pieces which they played.
Impact of Teaching Topics of Equality and Equation with Scenarios on 7th Graders&apos; Mathematical Achievement and Mathematical Motivation
Author: Usta, Neslihan
Date: 2020-07-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Vignettes,Mathematics Achievement,Grade 7,Student Attitudes,Secondary School Students,Foreign Countries,Problem Based Learning,Student Motivation,Equations (Mathematics),Mathematics Instruction,Concept Teaching

In the current study, effects of teaching equality and equation with scenarios on students' mathematical achievement and mathematical motivation were analyzed. In addition, students' views on using scenarios for teaching equality and equation were included. A pre-posttest quasi-experimental design with Control Group (CG) was employed as the design of the research. The study group of the current research consisted of sixty 7th graders studying at a secondary school located in a province of the Western Black Sea Region in Turkey. Mann Whitney U test and Wilcoxon signed rank test--nonparametric tests were employed for data analysis. When findings of the research were analyzed, it was found that there was a significant difference in mathematics achievement of the students in the Experimental Group (EG) on whom the scenario-based instructional approach was conducted compared to the students in the CG. It was found in this study that scenario-based instructional approach did not have a significant effect on mathematical motivations of the EG and CG students. In addition, correlation analysis conducted between Mathematics Achievement Test (MAT) and Mathematical Motivation Scale (MMS) scores showed that there were not any significant differences between the scores received from both tests by the EG and CG students.
Emergency Certified Teachers&apos; Motivations for Entering the Teaching Profession: Evidence from Oklahoma
Author: Mobra, Tyler
Date: 2020-07-27
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Motivation,Career Choice,Teacher Qualifications,Teacher Selection,Teacher Shortage,Teaching (Occupation),Social Influences

The use of emergency certification to fill teaching vacancies has increased in many school districts across the United States. Prior research suggests that teachers' underlying motivations for entering the profession are associated with student outcomes, but very little is known about the motivations of emergency certified teachers who enter the profession in a less systematic fashion than traditionally certified teachers. To understand emergency certified teachers' rationales for entering teaching, we interviewed 30 emergency certified teachers in Oklahoma where emergency certification has risen sharply. Findings indicate that emergency certified teachers articulate intrinsic motivations for entering the profession that are similar to those commonly identified by traditionally certified teachers. However, emergency certified teachers also report motivations that seemed to be markedly different, such as using teaching as a contingency employment option or wanting to test out the profession before committing to it. This study raises important policy questions about the use of emergency certification as a strategy for filling teaching vacancies.
An Examination of the Bidirectional Relationship between Federal Civil Rights Guidance and Research
Author: Lewis, Maria M.
Date: 2020-07-13
Type: Journal Articles
Subjects: Correlation,Civil Rights,School Districts,Guidance,Educational Policy,Educational Legislation,Equal Education,Policy Analysis,Barriers,Educational Research,Research Utilization

As the primary agency responsible for enforcing federal civil rights laws in the educational context, the U.S. Department of Education Office for Civil Rights (OCR) issues policy guidance to help ensure that school districts and universities understand their legal obligations. These policy guidance documents have direct connections to topics studied by educational researchers (e.g., disproportionality in special education, race conscious admissions policies in higher education, transgender student inclusion, etc.). However, we do not have an empirical understanding of how this guidance is used by the research community. Nor do we have a strong grasp on the extent to which this guidance is explicitly informed by research. It is important to acquire an empirical understanding of the bidirectional relationship between research and educational policy in the context of civil rights enforcement in order to determine areas of strength and those in need of improvement. Specifically, this study poses the following research questions: 1) How often and in what ways do scholars explicitly use OCR policy guidance to inform their research? What are the characteristics of this research? 2) Conversely, how often and in what ways does OCR explicitly use research to inform policy guidance? What are the characteristics of research cited in OCR guidance?
Examining the Intersectionality among Teacher Race/Ethnicity, School Context, and Risk for Occupational Stress
Author: Fitchett, Paul G.
Date: 2020-06-01
Type: Journal Articles
Subjects: Teacher Characteristics,Race,Ethnicity,Teacher Distribution,Teaching Conditions,Stress Variables,At Risk Persons,Predictor Variables,School Demography,Minority Group Teachers,Racial Factors

Combining secondary data from the National Center for Education Statistics National Teacher Principal Survey (NTPS) and Common Core of Data (CCD), this exploratory study examined the distribution of teacher race/ethnicity across the race/ethnicity of the schools in which they work and the extent that teacher and school race/ethnicity was associated with occupational stress. Findings indicate that teachers are more likely to work in schools with higher concentrations of students who match their own race/ethnicity. Both teacher and school race/ethnicity were unique predictors of a teacher being classified as at-risk for stress. Additional analyses suggested that teachers' reported race/ethnicity significantly moderated the school effect association with stress risk. These findings have policy implications for how school workplace survey s are used as well as staffing and professional development considerations.