ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Low-Tech and High-Tech Active Student Responding Strategies during History Instruction for Students with SLD
Author: Monem, Ruba
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Disabilities,History Instruction,Educational Strategies,Student Reaction,Responses,Hispanic American Students,Middle School Students,Pretests Posttests,Computer Uses in Education,Handheld Devices,Notetaking,Self Contained Classrooms,Research Design,Interrater Reliability,Scores,Student Improvement,Outcomes of Education,Questionnaires

Instruction in history is important for all students. However, students with specific learning disabilities (SLD) often struggle to learn information in this content area. Instructional strategies proven effective for students with SLD are those that include active student responding (ASR), which are observable, measurable responses to instructional antecedents. Using an alternating treatments design, we compared a low-tech ASR condition (interactive notebook strategy) to a high-tech ASR condition (Quizlet Application on an iPad) used as end-of-session reviews of history content. Participants were seven Hispanic middle school students with SLD. Results showed that all participants made improvements using either ASR method over a series of pretest control probes and that differences between the two conditions were negligible. These results, and implications for practice and future research, are discussed.
Propaganda
Author: Fitzmaurice, Katherine
Date: 2018-00-00
Type: Journal Articles
Subjects: Propaganda,Definitions,Language Usage,Etymology,Education,Ideology,Curriculum,Educational Practices,Critical Thinking,Information Dissemination,Social Control

This essay looks at how the definition and use of the word propaganda has evolved throughout history. In particular, it examines how propaganda and education are intrinsically linked, and the implications of such a relationship. Propaganda's role in education is problematic as on the surface, it appears to serve as a warning against the dangers of propaganda, yet at the same time it disseminates the ideology of a dominant political power through curriculum and practice. Although propaganda can easily permeate our thoughts and actions, critical thinking and awareness can provide the best defense against falling into propaganda's trap of conformity and ignorance.
Teaching Strategies to Develop a Family-School Literacy Partnership
Author: Brown, Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Literacy Education,Family School Relationship,Family Programs,Family Literacy,Homework,Grade 1,Elementary School Teachers,Elementary School Students,Independent Reading,Reading Aloud to Others,Questionnaires,Family Environment

This article explores a first-grade team's efforts to develop a family-school literacy partnership. The first-grade teachers wrote and developed the &quot;Family at Home Literacy Questionnaire&quot; to understand how their first graders selected texts and read with family members at home. The findings identified a number of unexpected at-home literacy practices. Of particular interest, the teachers' reading homework may have &quot;mis&quot;informed the families' at-home literacy practices. Families were not clear on texts intended for children's independent reading versus texts appropriate to read aloud. Accordingly, the authors recommend that teachers enhance their knowledge base of families' at-home practices and the personal tools and resources that drive them. The onus should not be placed on families to decipher how literacy homework should be completed; instead, teachers must listen to students' families and redesign literacy assignments that may conflict with families' at-home literacy practices or result in families' confusion or inappropriate application
Clinical Experiences in Middle and High Schools: Results of a One-Year Implementation of the Co-Teach Model
Author: McCall, Madelon
Date: 2018-00-00
Type: Journal Articles
Subjects: Clinical Experience,Teacher Education Programs,Professional Development Schools,Faculty Development,Preschool Teachers,Preservice Teacher Education,Qualitative Research,Academic Achievement,Models,Mentors,Internship Programs,Team Teaching,Cooperating Teachers,Principals,Middle School Teachers,Secondary School Teachers,Program Implementation,Partnerships in Education,Surveys

The impetus for this study occurred when the principal of a secondary Professional Development School (PDS) questioned the traditional teacher education model utilized by the university partner. This principal asked the university to consider a model that better utilized both the teacher candidate and supervising teacher collaboratively to promote the growth of effective new teachers, ongoing professional development of supervising teachers, and improved student achievement. This research examines the self-reported benefits and challenges of a one-year implementation of the co-teach model for teacher education in both a large suburban middle and high school within the same school district from the perspectives of both grades 7-12 supervising teachers and teacher candidates. The findings reveal the strong desire to continue the model in support of the primary benefits of student learning and teacher preparation.
Examining Literacy Practices in the Game Magic: The Gathering
Author: Dodge, Autumn M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Games,Vocabulary,Literacy,Play

The author discusses Magic: The Gathering as not only a card game but as situated in New Literacies as a Discourse and community of practice with rich, complex, and multimodal literacy practices. She describes apprenticeship to the game from the perspective of a novice and a long-time player and argues that entering its Magic Discourse depends on the requisite vocabulary, multimodal texts, and embodied literacy practices. She discusses the game in relation both to literacy and to play and reviews relevant theory and research, giving concrete examples from her own experience. The author describes the game as a rich, complex literacy tool that can foster important literacy practices in its players. (This article was written with with Paul A. Crutcher.)
Cross-Disciplinary, Whole School Education Reform in Secondary Schools: Three Critical Components
Author: Borda, Emily
Date: 2018-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Educational Change,Secondary Schools,Partnerships in Education,Integrated Activities,Faculty Development,Communities of Practice,Teacher Collaboration,Science Teachers,Science Education,Secondary School Teachers,Middle Schools,High Schools,Academic Achievement,Teaching Methods,College School Cooperation,Secondary School Science

The Whole School Success Partnership (TWSSP) worked to develop practices and cultures that emphasized student success in five middle and high schools. Because this project took place in secondary schools where teachers have disciplinary specializations, the whole school approach came with unique opportunities and challenges. Here we describe how three critical components of this project, whole-school vision; tools to translate vision into practice; and ongoing, collaborative teacher learning were enacted to meet these opportunities and challenges. We then detail outcomes revealed by the project evaluation. We found the whole-school approach provided a common ground for facilitating school-wide change and developing a shared perspective on teaching and learning. To do this, TWSSP integrated its activities with school goals and initiatives, placed teachers in high-functioning professional learning communities (PLCs), and frequently revisited a whole-school vision. The project helped teachers connect across subject-area silos, supporting and sustaining whole school reform.
Theme and Variation: Arranging Play&apos;s Forms, Functions, and &quot;Colors&quot;
Author: Henricks, Thomas S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Play,Self Actualization,Ceremonies,Teaching Methods,Theories,Social Influences,Games,Child Development

The author counters the common descriptions of play as endlessly diverse, ambiguous, and even paradoxical by describing it as a fundamental experience comparable to three others--ritual, work, and communitas. Play, he argues, entails a distinctive strategy of self-realization and a strategy for living. He first examines four basic types of play--exploration, construction, interpretation, and dialogue--and links them respectively to four patterns of self-location: marginality, privilege, subordination, and engagement. He then discusses the character and implications of the four kinds of play and evaluates a profoundly important variation in all play--that between its orderly, cooperative expression and its disorderly, oppositional articulation. Calling the first &quot;green play&quot; and the second &quot;red play,&quot; the author asserts that both are pertinent to all four kinds of play and that both have important implications for self-realization.
The Monmouth University Partnership: Redesigning Practice
Author: Henning, John E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Universities,Partnerships in Education,Educational Innovation,Pilot Projects,Program Implementation,Internship Programs,Student Teaching,Teacher Interns,College School Cooperation,Instructional Design,Student Educational Objectives,Preservice Teacher Education,Faculty Development

In this article, the Monmouth University partners describe our efforts to constantly explore new dimensions of learning, teaching, and teacher preparation. We begin by describing two recent initiatives developed by our partnership: the piloting and implementation of a yearlong clinical internship experience to replace traditional student teaching, and the Monmouth Teacher Residency Program, which is a paid internship that involves teacher candidates in clinical experiences year round. Description of additional initiatives are organized according to the PDS essentials; including projects to increase P-12 student learning, tools to facilitate the mentoring of teacher candidates, and initiatives to enhance the professional development of school partners.
The Effects of Social Stories and a Token Economy on Decreasing Inappropriate Peer Interactions with a Middle School Student
Author: White, Jacie
Date: 2018-00-00
Type: Journal Articles
Subjects: Token Economy,Peer Relationship,Middle School Students,Learning Disabilities,Interpersonal Competence,Intervention,Clinical Diagnosis,Middle School Teachers,Student Behavior,Program Implementation

One of the many challenges that children with learning disabilities (LD) experience, apart from academics, is severe deficits in the areas of social skills and peer relations. The learning of social skills and appropriate ways to interact with peers are crucial for school-aged children with learning disabilities. Without these skills, it can be difficult for these children to maintain meaningful relationships as well as interact with peers in the classroom. The purpose of this study was to decrease inappropriate peer interactions in a middle school student with learning disabilities using simultaneous intervention delivery of social stories and a token economy. From previous studies, the use of social stories and token economies have both been shown to decrease inappropriate behaviors and increase appropriate behavior. Based on these studies, it was hypothesized that implementation of a token economy combined with social stories would be successful at decreasing inappropriate peer interactions. The participant was a 13-year-old boy with LD enrolled in a middle school in the Pacific Northwest. The researcher used a multiple baseline across settings design and implemented the two interventions simultaneously. The researcher found that the simultaneous use of social stories and a token economy was successful in decreasing inappropriate peer interactions in a middle school student with learning disabilities.
Role Playing in Children&apos;s Literature: Zilpha Keatley Snyder and &quot;The Egypt Game&quot;
Author: Martin, Cathlena
Date: 2018-00-00
Type: Journal Articles
Subjects: Role Playing,Childrens Literature,History Instruction,Games,Educational Benefits,Cooperative Learning,Learner Engagement,Case Studies

Game historians usually trace the literary roots of role-playing games to J. R. R. Tolkien and other fantasy authors. In this article, the author argues that, although Tolkien indeed provided pioneer game creators with specific content, historians have missed the important early influence on game history of children's literature that advocates and illustrates role playing. Game scholars nod to such child's play as make-believe and playground games, they often cite accounts of personal experiences in the childhood play of game designers, and they credit game books as an interactive link to fiction, but they have not included children's texts in their histories. The author argues for placing children's novels in such histories, particularly Zilpha Keatley Snyder's &quot;The Egypt Game,&quot; which this article describes in full as a cultural forerunner in the history of role-playing games like Dungeons &amp; Dragons.
Reading Bilingual Books: Students Learn English While Acquiring Knowledge about American Cultural Traditions and Places
Author: Ceprano, Maria A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Instructional Materials,Books,Second Language Instruction,English (Second Language),Elementary School Students,Pilot Projects,Cultural Awareness,Multicultural Education,Homework,Translation,Student Attitudes,Interviews,Content Analysis,Outcomes of Education,Observation,Preservice Teachers,Teacher Developed Materials,Qualitative Research,Grade 5

This article describes a pilot study conducted in an elementary school in Torremaggiore, Italy. Pre-service teachers (PSTs) (i.e., undergraduate college students) wrote bilingual English/Italian informational texts and used them in conjunction with a variety of translanguaging strategies to support Italian children's acquisition of English and knowledge of American culture. Immediately following instruction with each book, copies of the texts were given to the children for take-home practice. A week after all instruction was completed, the children were asked to write in their native language and tell what they enjoyed most about the PSTs' visit. Selected children from the group also responded to an oral interview. A content analysis of their translated responses revealed children's impressions about the benefit of using bilingual texts for learning English and gaining knowledge of American culture.
Toward Creativity: Do Theatrical Experiences Improve Pretend Play and Cooperation among Preschoolers?
Author: Rowe, Meredith L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Children,Theater Arts,Play,Imagination,Cooperative Learning,Outcomes of Education,Learner Engagement,Child Behavior,Behavior Problems,Interpersonal Competence,Creativity,Child Development,Scores,Coding,Statistical Analysis

The authors ask if participating in an early-childhood theater production improves pretend play and cooperation among preschoolers. They examined play sessions immediately before and after productions of interactive earlychildhood performances at Imagination Stage, Inc. and measured children's engagement, cooperation, pretense, and misbehavior. They found that participating in the performances enhanced the cooperation and pretense of preschoolers. The authors discuss their results in relation to the role of the arts and of play in early creativity and social-competence development.
Measuring Implicit Attitudes with the Inclusion ST-IAT: A Replication and Further Validation
Author: Wüthrich, Sergej
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Measurement Techniques,Attitude Measures,Measures (Individuals),Positive Attitudes,Preservice Teachers,Social Desirability,Test Validity,Special Education,Bias,Attitudes toward Disabilities,Elementary Education,Correlation,Multivariate Analysis,Statistical Analysis

Assessment of attitudes in inclusive education research is almost exclusively based on self-report scales. This may lead to overestimation of positive attitudes due to social desirability bias, and self-reported attitudes may not capture all relevant aspects of attitudes. Recently, Lüke and Grosche (2018a) proposed a new attitude test based on a single target variant of the Implicit Association Test. In their sample of pre-service teachers, Lüke and Grosche found self-reported attitudes toward inclusion to be related to socially desirable responding. In contrast, implicit attitudes, as measured by the Single Target Implicit Association Test (Inclusion STIAT), were unrelated to social desirability bias and neutral overall. Here, we attempted (1) to replicate these findings, and (2) to further test the discriminatory validity of the Inclusion ST-IAT using two samples expected to differ in their attitudes: pre-service teachers with a study program in primary education (PrE) and special education (SpE). In contrast to the findings by Lüke and Grosche (2018a), we found no evidence of a social desirability bias within self-reported attitudes, and implicit attitudes were positive overall. As expected, SpE pre-service teachers had more positive implicit attitudes than PrE pre-service teachers, which speaks to the validity of the Inclusion ST-IAT. We believe the Inclusion ST-IAT, in combination with self-reports, to be a promising tool in assessing attitudes and encourage further research in this field.
&apos;&apos;Feeling Like a Different Kind of Smart&apos;&apos;: Twitter as Digital Literacy Mediates Learning for Urban Youth and Literacy Specialist Candidates
Author: Hunter, Jevon D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Adolescent Literature,Novels,Urban Youth,High School Students,Graduate Students,Literacy,Learner Engagement,Time on Task,Reading Comprehension,Preservice Teachers,Qualitative Research,College School Cooperation,Focus Groups,Reader Text Relationship,Data Analysis

This article shares the qualitative research findings of an emerging professional development schools partnership that investigated the way Twitter, as a type of digital literacy, mediated literature discussions of Lois Lowry's &quot;The Giver&quot; between urban high school students and master's degree literacy specialist candidates. The findings were organized into three themes that indicated Twitter's productive use for literacy engagement among participants: (a) extending time-on-task engagement by encouraging text-specific discussions; (b) organizing cognitive engagement through questions to enhance text comprehension; and (c) facilitating affective engagement by generating enthusiasm and a desire to be part of a broader, more authentic literacy community. Collectively, these findings have implications for designing socially mediated digital literacy activities that lead to theorizing about the potential of adolescent online literacies in classrooms, leveraging 21st century literacy-based technologies for academic learning, and expanding the literacy pedagogy of preservice teachers.
Esperanza e imaginación: PDS Partners Working Together to Help Bilingual Middle School Students Build Hope and Imagination for Their Futures
Author: Foy, Kathy
Date: 2018-00-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Partnerships in Education,Bilingual Students,Imagination,College School Cooperation,Professional Development Schools,School Community Relationship,Preservice Teachers,Common Core State Standards,Middle School Students,Grade 5,Grade 6,Grade 7,Grade 8

The overarching goal of the Common Core State Standards is to graduate students from P-12 schools who are college and career ready (CCR). School-university partnerships play an important role in preparing students, families, and teachers to achieve this goal. University partners can be especially helpful as children begin to imagine how they can use the skills and knowledge they gain in school to make their hopes for the future a reality. This article details a PDS project that leverages the human, financial, and situational resources of a university to help bilingual middle schoolers take steps toward their college and career aspirations. Building on the CCR work described in Krist, White, &amp; Whitelaw (2016), we describe our project to encourage other PDS partnerships to consider the value of CCR exploration for teacher candidate, student and community development.
Embracing Curriculum Compacting: Teacher Candidates Supporting Differentiated Instruction in Elementary Mathematics
Author: Livers, Stefanie D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Individualized Instruction,Elementary School Mathematics,Mathematics Instruction,Curriculum Implementation,Elementary School Students,Partnerships in Education,College School Cooperation,Elementary School Teachers,Service Learning,School Community Relationship,Inquiry,Phenomenology,Teacher Education Programs,Grade 3,Grade 4,Qualitative Research,Magnet Schools,College Faculty

This article discusses a collaborative effort to implement curriculum compacting activities with elementary students in conjunction with developing teacher candidates' abilities to teach mathematics. This endeavor included a partnership between a university and a local elementary school. All stakeholders benefited from this project: The elementary students received differentiated instruction; the teacher candidates learned from teaching high performing students, which is not the norm of their field placements; and the school-university partnership was strengthened. This article describes the development of the partnership, the benefit of the experience for teacher candidates, and the impact on student learning.
Middle School to Professional Development: Interdisciplinary STEM for Multiple Stakeholders
Author: Suriel, Regina L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,STEM Education,Interdisciplinary Approach,Stakeholders,Middle School Students,Partnerships in Education,Grade 7,Foreign Countries,College School Cooperation,Student Teaching,Student Teachers,Practicums,Water Pollution

The STEMITL project is an interdisciplinary collaboration between a Southeastern University's middle grades education department and local PDS partner school districts incorporating six full-day immersive projects for seventh-grade students. During the 2016-2017 academic year, seventh-grade students were brought to the university's newly constructed STEAM Center where middle grades practicum students implemented day-long interdisciplinary lessons co-designed by faculty and teacher candidates. Lessons incorporated social studies, science, mathematics, and literacy around a central theme of water pollution in China. The practicum student teachers (PSTs) fully executed the STEMITL curricula three times per semester allowing for hands-on application of lesson design and implementation as well as real-world teaching experience with integrated, interdisciplinary learning. Further, PSTs and middle school students collaborated with secondary school students and teachers in a partner school in Hong Kong via online communication, videos, and data sharing. Lessons learned are shared.