ethanporcaro/eric-fulltext-meta huggingface dataset:
English as a &quot;Killer Language&quot;? Multilingual Education in an Indigenous Primary Classroom in Northwestern Mexico
Author: Gutiérrez Estrada, María Rebeca
Date: 2018-00-00
Type: Journal Articles
Subjects: Ethnography,English (Second Language),Second Language Learning,Second Language Instruction,Language Planning,Foreign Countries,Elementary School Students,American Indians,Rural Schools,Language Maintenance,Cultural Maintenance,American Indian Languages,American Indian Culture,Language Variation,Semi Structured Interviews,Teacher Attitudes,Multilingualism,Bilingual Education,Community Involvement,Public Schools,Participant Observation,Spanish,Qualitative Research

We report findings of an ethnographic study that explored complexities of English Language Teaching (ELT) in a minority indigenous context in northwestern Mexico. The study investigated a trilingual education setting at the nexus of 2 major events: incorporation of Intercultural Bilingual Education throughout Mexico and integration of ELT into the country's public school system. Methods included participant observation in primary-level language classes and semi-structured interviews with educators and other stakeholders affiliated with a rural school where an indigenous variety, a societal variety, and a foreign language were taught. Findings indicate that teacher agency was a powerful tool in linguistic and cultural maintenance and transforming language policy and planning at the local level. Although the spread of English may be unavoidable, with local community involvement and a school-based commitment to support linguistic and cultural maintenance, the micro language policy context can be configured to promote a symbiotic relationship among linguistic varieties.
The New NGSS Classroom: A Curriculum Framework for Project-Based Science Learning
Author: Holthuis, Nicole
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Projects,Teaching Methods,Group Activities,Performance Based Assessment,Curriculum Development,Learner Engagement,Academic Achievement,Faculty Development,Alignment (Education),Relevance (Education),Feedback (Response),Student Evaluation,Grade 6,Observation

As schools work to implement the Next Generation Science Standards (NGSS), a team at Stanford University found that project-based learning is an effective framework for engaging students. The team used project-based learning, group activities, and performance-based assessments to design an effective, engaging curriculum. Over a three-year period, the team conducted research which showed that the curriculum led to gains in both student engagement and learning outcomes (as measured by the Smarter Balanced Assessment Consortium's math and English language arts tests, the California English Language Development Test, and a science pre- and post-assessment). The team contends that these gains were supported by a curriculum and professional development package that led to changes in teachers' instructional practices. It highlights five things to look for when evaluating NGSS instructional materials and curricula: (1) alignment, (2) relevance, (3) learning opportunities, (4) opportunities for feedback and revision, and (5) assessment strategies.
The Power of Active Citizenship: A Renewed Focus on Teaching Civics Education
Author: Graham, Bob
Date: 2018-00-00
Type: Journal Articles
Subjects: Civics,Student Participation,Activism,Weapons,School Safety,Citizen Participation,Civil Rights,Citizenship Education,Relevance (Education),Skill Development,Active Learning,Teaching Methods

Following a shooting at Florida's Marjory Stoneman Douglas High School, students from that school began to take matters into their own hands, meeting and networking on social media, speaking to the media, participating in vigils, organizing walkouts and demonstrations, establishing coalitions with others who share their outrage and goals, and traveling to Tallahassee and Washington, D.C., to lobby on behalf of meaningful gun safety laws. These students have been acting as informed and activated citizens, utilizing their constitutional rights to assemble and speak freely, and they have learned competencies to petition the government for the redress of their grievances. Education for citizenship is an essential part of securing the future of American democracy. To be most effective, civics education must be resonant and relevant. Students need the opportunity to acquire citizenship skills. Rather than viewing civics education as an accumulation of facts and abstract ideas, students must be able to develop the habits and attitudes of democracy by engaging in civics activities. Also included are &quot;Teaching Civic Engagement&quot; (Bob Graham) and &quot;Activating Student Engagement&quot; (Randi Weingarten).
Ask the Cognitive Scientist: Does Tailoring Instruction to &quot;Learning Styles&quot; Help Students Learn?
Author: Willingham, Daniel T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Style,Teaching Methods,Thinking Skills,Cognitive Science,Cognitive Processes

In this regular &quot;American Educator&quot; column, findings from the field of cognitive science that are strong and clear enough to merit classroom application are considered. Research over the last 10 years measuring whether participants learn better when new content fits their purported learning style shows little to no support for style distinctions. However, there is emerging evidence that people have a propensity to engage in one style of processing over others and that the type of mental processing people use often has a substantial effect on task success. According to the research, people can control the type of processing they use, and there is no evidence that overruling their processing bias incurs a cost to thinking. This research suggests that educators need not worry about their students' learning styles and that students should be taught fruitful thinking strategies for specific types of problems. Students can be taught useful strategies for committing things to memory, reading with comprehension, overcoming math anxiety, or avoiding distraction, for example, and their learning styles will not influence these strategies.
Community Schools: A Promising Foundation for Progress
Author: Maier, Anna
Date: 2018-00-00
Type: Journal Articles
Subjects: Community Schools,Educational Improvement,Institutional Characteristics,Literature Reviews,School Effectiveness,Poverty,Low Achievement,Educational History,Equal Education,Program Implementation,Cooperation,Elementary Secondary Education

This article chronicles the history of community schools and identifies common features, or &quot;pillars,&quot; that are associated with high-quality community schools. It is drawn from &quot;Community Schools as an Effective School Improvement Strategy: A Review of the Evidence,&quot; a report that examined 143 research studies on community school characteristics, along with evaluation studies of community schools as a comprehensive strategy. For each pillar, it synthesizes studies that used a range of research methodology, drawing conclusions about the findings that warrant confidence while also noting areas in which the research remains inconclusive. Research findings suggest that well-implemented community schools lead to improvement in student and school outcomes and contribute to meeting the educational needs of low-achieving students in high-poverty schools.
Beyond a Bridge to Understanding: The Benefits of Second Language Learning
Author: Abbott, Martha G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Global Approach,Cultural Pluralism,Second Language Instruction,Native Language Instruction,American Indian Languages,Partnerships in Education,Language Teachers,Study Abroad,Bilingualism

Today, growing legions of parents are advocating for second language learning in their local schools. These parents do not consider second language acquisition a skill that's just &quot;nice to have,&quot; but one that is vital in an increasingly global environment. This environment requires Americans to equip themselves with languages that will allow them to interact not only with those outside its borders but also with those in local communities whose first language is not English. The 2017 report, &quot;America's Languages: Investing in Language Education for the 21st Century,&quot; by the American Academy of Arts and Sciences, was commissioned by a bipartisan group from both the Senate and the House of Representatives to examine: (1) how language learning influences economic growth, cultural diplomacy, the productivity of future generations, and the fulfillment of all Americans; and (2) what actions the nation should take to ensure excellence in all languages as well as international education and research. Five recommendations from the study are: (1) Increase the number of language teachers at all levels of education; (2) Supplement language instruction across the education system through public-private partnerships; (3) Support heritage languages already spoken in the United States; (4) Provide targeted support and programming for Native American languages; and (5) Promote opportunities for students to learn languages in other countries.
On Formative Assessment in Math: How Diagnostic Questions Can Help
Author: Barton, Craig
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Formative Evaluation,Student Evaluation,Evaluation Methods,Questioning Techniques,Teaching Methods,Mathematical Concepts,Concept Formation,Classroom Environment,Student Participation,Misconceptions

In this article, the author asserts that asking and responding to diagnostic questions is the single most important part of teaching secondary school mathematics. He notes the importance of formative assessment and recommends a formative assessment strategy that requires students to be public about their answers to questions, displaying their thoughts in front of their teachers and peers in the moment. This can be accomplished by ensuring that the questions teachers ask are seen as tools of learning rather than tools of assessment, with no negative consequences for being wrong. Diagnostic questions are designed to help identify and understand students' mistakes and misconceptions in an efficient and accurate manner. A good diagnostic question (1) should be clear and unambiguous; (2) should test a single skill or concept; (3) should allow students to answer in fewer than 10 seconds; (4) should reveal specific misconceptions; (5) and cannot be answered correctly by the student while still holding a key misconception.
A Look at Civics Education in the United States
Author: Shapiro, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Civics,Citizenship Education,Educational Practices,State Standards,State Curriculum Guides,Nonprofit Organizations,School Support,Service Learning,Relevance (Education),Elementary Secondary Education

Educators and schools have a responsibility to ensure that young people become engaged and knowledgeable citizens. A recent report on high school civics education nationwide, &quot;The State of Civics Education,&quot; finds a wide variation in state requirements and levels of youth engagement. Only nine states and the District of Columbia require one year of U.S. government or civics at the high school level, and state civics curricula are light on building skills and agency for civic engagement. Few states provide service learning opportunities or engage students in relevant project-based learning. Nationwide, students score very low on the Advanced Placement (AP) U.S. government exam. States with the highest rate of youth civic engagement tend to prioritize civics courses and AP U.S. government in their curricula. While most states require only a half year of civics education, two (Colorado and Idaho) have designed detailed curricula that are taught throughout yearlong courses, and one (Idaho) focuses on introducing civics education into its early grades. Non-profits that support civics education include General Citizen, a nonprofit that works in many states, teaches what it calls &quot;action civics&quot; to more than 30,000 middle school and high school students, providing schools with detailed curricula and giving students opportunities for real-world engagement as they work to solve community problems. Teaching Tolerance, an initiative through the Southern Poverty Law Center, provides free materials to emphasize social justice in existing school curricula.
The Need for Civics Education: Public Intellectuals Reflect on Democracy at Risk
Author: Weingarten, Randi
Date: 2018-00-00
Type: Journal Articles
Subjects: Civics,Democracy,Democratic Values,Role of Education,Teaching Methods,Citizenship Education,Political Issues,Educational History,United States History

On January 10, the American Federation of Teachers (AFT) and the Albert Shanker Institute cosponsored a panel moderated by AFT President Randi Weingarten on the role that American education should play in responding to the threats confronting our democracy. Two leading public intellectuals, Timothy Snyder, the Richard C. Levin Professor of History at Yale University and the author of &quot;On Tyranny: Twenty Lessons from the Twentieth Century,&quot; and Danielle Allen, the James Bryant Conant University Professor at Harvard University and the director of Harvard's Edmond J. Safra Center for Ethics, discuss the importance of civics education in preserving the American republic and sustaining the American ideals of liberty and democracy. They examine how to make civics real in today's classrooms and communities and how to teach about democratic citizenship in today's political climate, looking at ways to navigate this age of polarization and teach the importance of democratic citizenship while considering the country's political, social, and educational history.
School Administrators Who Serve in Different Institutions Ethical Dilemmas and Their Attitudes towards These Dilemmas
Author: Karayama, Saffet
Date: 2018-00-00
Type: Journal Articles
Subjects: Administrator Role,School Administration,Ethics,Qualitative Research,Case Studies,Interviews,Administrator Attitudes,Decision Making,Elementary Schools,Secondary Schools,Individual Characteristics,Student Personnel Services,Parent School Relationship,Governance,Educational Finance,School Community Relationship,Foreign Countries

The aim of the study was to determine what ethical dilemmas are faced by school administrators working in different institutions, what they are doing to solve the dilemmas/according to the motives. The research is a patterned qualitative case study and multiple case design is used. 50 school administrators participated by easy-to-reach state sampling method participated. The data were collected by standardized open-ended interview technique and examined by categorical content analysis method. According to the study, all school administrators have the highest ethical dilemma related to &quot;student affairs&quot;, &quot;school external affairs&quot;, &quot;personnel affairs&quot;, &quot;monetary business of the school&quot; and &quot;school and student-parent associations&quot; were experienced. It has been found on all school type, to be solved these dilemmas by &quot;taking risks for the benefit of the school/student&quot;, &quot;listening to the voice of the conscience&quot;, &quot;doing what the law says it&quot; or &quot;seeking ways to compromise&quot;. These results are discussed in the light of literature and suggestions are presented.
Assessing the Counseling and Non-Counseling Roles of School Counselors
Author: Chandler, Jan W.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Counselor Role,Professional Development,Needs Assessment,Incidence,Factor Analysis,Factor Structure,Rural Urban Differences,Barriers,Counseling Services,Occupational Information,Cohort Analysis,Regional Characteristics,Scores,Work Experience,Elementary Secondary Education,Multivariate Analysis,Statistical Analysis

Counseling and non-counseling duties were investigated. The Assessment of School Counselor Needs for Professional Development (ASCNPD; Dahir &amp; Stone, 2003, 2004) was used to examine the practices of 1,244 school counselors to determine the prevalence of the activities among school counselors. Principal component analysis indicated a two-factor structure for the ASCNPD related to &quot;counseling duties&quot; and &quot;noncounseling duties.&quot; Additional analyses using MANOVA revealed significant grade level differences and urban and rural school differences. Results and implications related to counseling roles and role confusion are discussed.
Examination of Body Composition, Flexibility, Balance, and Concentration Related to Dance Exercise
Author: Bastug, Gulsum
Date: 2018-00-00
Type: Journal Articles
Subjects: Body Composition,Body Weight,Body Height,Dance Education,Experimental Groups,Control Groups,Pretests Posttests,Statistical Analysis,Scores,Attention,College Students,Psychomotor Skills,Measures (Individuals),Student Characteristics,Comparative Analysis

In this study was to examine the body composition, flexibility, balance and concentration characteristics of dance exercise. Total of 268 university students whose average age was 20.59 ± 1.59 years were included. Height measurements, body weight measurements, flexibility measurements, balance test, concentration test of the students who had dance courses (the experimental group) and those who did not have dance courses (the control group) were provided twice, at the beginning of and at the end of the study as pre-test and post-test. Frequency analyses, descriptive statistics, and paired t-test were used. There were significant differences between pre-test and post-test scores of body weight, BMI, flexibility, balance, concentration among the students doing dance exercises (the experimental group). There were no significant differences between pre-test and post-test scores of body weight, BMI, concentration among the students not doing dance exercises (the control group) but there were significant differences in flexibility and balance scores.
The Determination of the Relationship between Somatotypes and Speed of Sub-Elite Athletes
Author: Marangoz, Irfan
Date: 2018-00-00
Type: Journal Articles
Subjects: Males,Athletes,Late Adolescents,Young Adults,Body Composition,Age Differences,Body Height,Body Weight,Measures (Individuals),Statistical Analysis,Correlation,Performance,Foreign Countries,Time

This study aims to analyze the relationship between somatotypes and speed of 180 male sub-elite athletes aged between 18 and 25. Athletes were divided into two categories as balanced group (balanced somatotype groups) and randomly selected groups (groups outside balanced somatotypes groups) based on their somatotype structures. The arithmetic means and standard deviations of groups are (n = 30) 21.95 ± 2.80 years of age, height 168.40 ± 2.62 cm, weight 69.20 ± 5.26 kg in balanced endomorph group, (n = 30) 21.60 ± 3.15 years of age, height 170.25 ± 6.39 cm, weight 67.25 ± 6.09 kg in balanced mesomorph group, and (n = 30) 20.40 ± 1.46 years of age, height 175.10 ± 5.02 cm, and weight 60.05 ± 5.09 kg in balanced ectomorph group. On the other hand, the same values are (n = 30) 21.35 ± 2.30 years of age, height 160.10 ± 2.20 cm, and weight 69.30 ± 5.70 kg in random endomorph group, (n = 30) 21.36 ± 2.40 years of age, height 169.24 ± 2.21 cm and weight 65.40 ± 3.25 kg in random mesomorph groups, and (n = 30) 20.50 ± 1.85 years of age, height 176.15 ± 3.30 cm and weight 70.10 ± 4.45 kg in random ectomorph group. The measurement data were analyzed using SPSS 2.0 package program for Windows. Somatotype calculations were done in SOMATOTURK Calculation Program. The statistical analysis demonstrated that a highly positive significant correlation (p&lt;0.001) was found between balanced somatotype groups (balanced endomorph, mesomorph and ectomorph) and randomly selected somatotype groups (random endomorph, mesomorph and ectomorph).
The Relationship among Somatotype Structures, Body Compositions and Estimated Oxygen Capacities of Elite Male Handball Players
Author: Marangoz, Irfan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Males,Athletes,Human Body,Body Composition,Physiology,Correlation,Late Adolescents,Young Adults,Training,College Students,College Athletics,Measures (Individuals),Statistical Analysis,Metabolism

This study aims to analyze the relationship among somatotype structures, body compositions and estimated oxygen capacities of elite male handball players in Ahi Evran University Handball Team in 2017-2018 Turkish Men's Handball First Division. It was conducted on elite male handball players (n = 15) aged between 18 and 30 who voluntarily participated in the study. Their arithmetic means and standard deviations are 22.06 ± 3.80 years of age, 186.00 ± 7.62 cm height, 88.66 ± 10.69 kg weight, and BMI 25.65 ± 3.08 kg/m2, aerobic power (VO[subscript 2] max.) 41.39 ± 3.86 (ml/kg/min), and 13.10% ± 1.70% body fat. They had endomorph and mesomorph (4.43--3.96--2.14) in terms of somatotype properties. A highly negative significant correlation was found between VO[subscript 2] max and body fat % (r = -0.702, p&lt;0.01), between VO[subscript 2] max and endomorph value (r = -0.702, p&lt;0.01), and between VO[subscript 2] max and mesomorph value (r = -0.703, p&lt;0.01), while a highly positive significant correlation was found between VO[subscript 2] max and ectomorph value (r = 0.609, p&lt;0.05). In conclusion, it can be stated that differences in body fat data may result from players' somatotypes categories, intensity of training, duration of training, measurements by different researchers, measurements in different periods of the season, and use of different formulas in the calculation of measurement values.
Facilitating Collaborative Capabilities for Future Work: What Can Be Learnt from Interprofessional Fieldwork in Health
Author: Brewer, Margo
Date: 2018-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Field Experience Programs,Interdisciplinary Approach,Teamwork,Team Training,Cooperative Programs,Health Education,Capacity Building,Case Studies,Interviews,Hypothesis Testing,Semi Structured Interviews,Speech Language Pathology,Counseling Psychology,Nursing Education,Occupational Therapy,Social Work,Student Placement,Holistic Approach,Group Dynamics,Supervisor Supervisee Relationship,Time on Task,Space Utilization,College Programs,Student Attitudes,Foreign Countries

There is growing pressure in higher education to develop graduates with the capabilities to work effectively in collaborative, interdisciplinary teams to solve the key issues facing humankind. For many years, health has been pioneering interprofessional education as the means to deliver professionals with capacity to work together to deliver high quality, cost-effective, client-centered care. This paper reports on an explorative case study where interviews were undertaken with ten students from different professions who had experienced interprofessional education at three different community sites. The learning was informed by an adapted version of contact hypothesis for use in interprofessional education combined with adult learning principles. Four interrelated metathemes were identified: space and time, informality and independence, which resulted in a more holistic approach to practice. Results suggest that the contact hypothesis, with consideration of contact variables, has the potential to improve the quality of interdisciplinary group interaction.