ethanporcaro/eric-fulltext-meta huggingface dataset:
National Board Certified School Librarians' Leadership in Technology Integration: Results of a National Survey
Author: Everhart, Nancy
Date: 2011-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Library Services,Librarians,Leadership,Certification,Leadership Role,Occupational Surveys,Library Automation,Library Development,Library Research,Technical Support,Librarian Attitudes,School Libraries,Educational Practices

In an effort to address the lack of empirical knowledge about the school librarians' role in technology, the Institute for Museum and Library Services funded Project Leadership-in-Action (LIA) to study leadership practices of school librarians. This current grant project includes a survey of the technology integration practices of school librarians with National Board Certification. Survey results revealed that the 295 respondents work in well-resourced libraries with personnel assistance as well as numerous computers and devices. Respondents reported that they led school technology integration in many areas but also had areas in which to improve, such as providing services to special needs learners, building digital collections, participating in student assessment, and transferring their leadership success to professional and local communities. (Contains 1 table and 6 figures.)
In Context: Multicultural Education in Korea--Lessons for American Educators
Author: Park, Gilbert C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Multicultural Education,Foreign Countries,Immigrants,Cultural Context,Disadvantaged,Whites,North Americans,Cultural Differences,Social Integration,Educational Objectives,Comparative Education,Asians,Teacher Role

Today's global community encompasses interconnectivity between societies, where a development in one country affects and informs something similar in other countries. Multicultural education is not exempt from this pattern. Multicultural education was first started by concerned activists and educators in the United States as a way to secure social justice for African Americans. Today, educators in different parts of the world use multicultural education to better serve their own marginalized students, including immigrants. This article looks at multicultural education as conceptualized and practiced by Korean educators for cultural others who face both academic and social marginalization in that country's schools. The authors' goal is to suggest implications for American multicultural educators. First, they describe how Korean multicultural education aims to foster the integration of children from immigrant, biracial, and multicultural families into mainstream Korea. This is followed by the argument that this approach overlooks a fundamental problem facing the immigrants in Korean schools where the narrow construction of real Koreans excludes nonethnic South Koreans. Lastly, they argue that a similar process takes place in American schools where the idea of a &quot;real&quot; American is constructed to mean English-fluent Whites. They call for multicultural educators to problematize this to better serve their American cultural others.
The Latino Achievement Gap
Author: Madrid, E. Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: Achievement Gap,Achievement Gains,Academic Achievement,Hispanic American Students,White Students,At Risk Students,Racial Differences,Low Achievement,Public Education,Educational Change,Teaching Methods,Curriculum,Teacher Attitudes,Administrator Attitudes,Cultural Pluralism,Educational Environment,Barriers,Limited English Speaking,Family School Relationship

In the very near future, Latino students will become the majority in California's public schools and because of their great numbers and presence, the pattern of lackluster academic achievement must be a major concern of teachers, school leaders, and policy makers. Despite having made great strides in narrowing the gap that separated them from their White classmates during the 1960s and 1970s, the academic progress of Latino students declined in the mid-1980s. Although there has been some improvement in the achievement of Latinos during the past three decades, their achievement gains in relation to the achievement of White students has been insignificant. The poor academic achievement of Latino students is indicative of a complex, multifaceted problem that must be addressed because as the Latino student population continues to grow, their poor achievement especially in mathematics and reading has significant implications not only for California's public educational system, but also for the state's and nation's social, political, and economic future. For Latino students to succeed academically, the author suggests that substantial and significant changes in the educational system must be in the offing, especially what is taught, how it is taught, the manner in which Latino students are perceived by teachers and administrators, and the condition of the schools in which Latino students are enrolled. (Contains 2 tables.)
Postsecondary Learning: Recognizing the Needs of English Language Learners in Mainstream University Classrooms
Author: Bifuh-Ambe, Elizabeth
Date: 2011-00-00
Type: Journal Articles
Subjects: Second Language Learning,Literacy,Higher Education,Language Skills,Program Development,English (Second Language),English Language Learners,Language Proficiency,Second Language Instruction,Academic Discourse,Prevention,Intervention,Educational Strategies,Student Needs

Acquiring proficiency in the various English language skills and the ability to utilize those skills as a medium of learning is a daunting task. Research suggests that children who do not speak English as their first language (L1) need five to seven years in school before they can perform as well in English as their English peers who are native speakers. Therefore, after approximately two years of English as a second language (ESL) classes, English language learners (ELLs) at the university level are not yet adequately prepared to perform the most difficult function of literacy skills acquisition--content literacy, the ability to use language to access and master specialized material in content areas across the curriculum. Researchers continue to seek effective ways to help ELLs across the levels of pre-kindergarten to twelfth grade to learn to speak, read, and comprehend English as quickly as possible. Many programs throughout the U.S. focus on prevention and intervention and target both parents and their children. Unfortunately, people do not know as much about meeting the literacy needs of ELLs at the university and other postsecondary levels of education. The dearth of research to address the needs of ELLs at the university level in the U.S. context may be related to a combination of factors that make the ELLs' needs at the postsecondary level a difficult topic to encompass. In this article, the author suggests that more research, followed by appropriate program development at postsecondary institutions, is needed to both explore and implement effective strategies to insure that ELLs can successfully master English and access the subject matter of mainstream college and university courses.
Individualized Education Programs (IEPs) and Barriers for Parents from Culturally and Linguistically Diverse Backgrounds
Author: Jung, Adrian Woo
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervention,Individualized Education Programs,Parent Participation,Acculturation,Limited English Speaking,Disabilities,Barriers,Student Needs,Parent Teacher Cooperation,Cultural Differences,English (Second Language),Special Education,Cooperative Planning,Social Values,Teacher Attitudes,Administrator Attitudes,Interpersonal Communication

In spite of theoretical validation and legal mandates in special education for parent participation, many studies have indicated that parents' roles in the Individualized Education Programs (IEP) process are still not noticeable and influential and that too often they are not being treated as an equal partner with school professionals. In particular, parents from culturally and linguistically diverse backgrounds are typically not actively involved in the various components of IEPs, such as evaluation, developing IEP goals, and arranging intervention services related to their child's disability, regardless of their attendance in the IEP conference. A growing number of studies have sought to examine critical factors that may be a hindrance to efficient parental participation in the educational process. Key elements that adversely affect the level of participation of parents who are culturally and linguistically diverse (CLD) have been identified, such as the family's acculturation level, limited English proficiency, the difference in values and attitudes toward disability, communication style different from mainstream families, and a lack of knowledge about the IEP process and the school infrastructure. In this article, the author talks about Individualized Education Programs and barriers for parents from culturally and linguistically diverse backgrounds in the IEP procedures.
How My Daughter Taught Me to Teach: The Importance of Active Communication
Author: Hunt-Gierut, Deborah
Date: 2011-00-00
Type: Journal Articles
Subjects: Daughters,Parent Child Relationship,Second Language Learning,English (Second Language),Hearing Impairments,Second Language Instruction,Multicultural Education,Mothers,Cultural Awareness,Credentials,Spanish,English Language Learners,Teacher Effectiveness

In this article, the author shares how her daughter, who was diagnosed with a profound hearing loss when she was a year old, taught her to teach, and demonstrates the importance of active communication. Teaching her daughter English as her second language has posed many challenges, but has also revealed successful strategies that the author has been able to bring to the classroom. The most important lesson she learned is that teaching involves the assurance that what she is saying is being understood. Her background with her daughter, taking additional second language acquisition and multicultural courses for the Cross-cultural, Language and Academic Development credential (CLAD) from the State of California, and knowing some Spanish assisted in her preparation of teaching English language learners (ELLs).
Involvement of Language Minority Parents of Children with Disabilities in Their Child's School Achievement
Author: Lasky, Beth
Date: 2011-00-00
Type: Journal Articles
Subjects: Language Minorities,Federal Legislation,Parent Participation,Family Involvement,Academic Achievement,Disabilities,Parent School Relationship,English (Second Language),Educational Legislation,Minority Groups,Children

Everyone agrees that family participation is paramount to student achievement. Much has been written about the importance of parent collaboration in the schools. Yet, less has been written about the family who does not speak English and also has a child with disability. This article reviews the research on involvement of parents in the schools, the research on involvement of language minority parents in the schools, the research on involvement of parents of children with disabilities, the requirements under &quot;No Child Left Behind&quot; (NCLB) and the &quot;Individuals with Disabilities Education Act&quot; (IDEA) for parent participation, and the research on involvement of language minority parents of children with disabilities, in order to provide suggestions for strategies for increasing the involvement of language minority parents of children with disabilities in their child's school achievement.
The Case for Collaboration: Integrating Information on English Learners and Special Education in Teacher Preparation Programs
Author: Stein, Jennifer Canillas
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Strategies,Second Language Learning,Cooperation,School Districts,Beginning Teachers,Professional Development,Referral,English (Second Language),English Language Learners,Special Education,Mentors,Teacher Role,Prereferral Intervention,Teacher Education Programs,Classification,Disproportionate Representation,Individualized Education Programs

Although public school districts in Southern California are experiencing declining enrollment overall, accompanying this decline is a continuing increase in the percentage of students classified as English language learners (EL). In one Southern California school district with an enrollment of approximately 5,500, EL represented almost 31% of students. This district employed one teacher on special assignment (TOSA) as the District English Language Development (ELD) Coach. As is common for ELD specialists, this person mentored teachers in utilizing instructional strategies for EL and provided professional development; however, an additional responsibility was added to the already full list: attending all Student Study Team (SST) meetings held for EL throughout the entire school district. Numerous experiences at SST meetings for EL led to a reexamination of the teacher's role in the pre-referral process until it became a central focus for professional development and new teacher training, especially for cases involving EL. The need for teachers to understand and be more prepared for their role in the prereferral process became evident, especially for beginning teachers without the advantage of years of classroom experience. In this article, the author presents a brief compilation of some of the observations made during this time, including the proposition that a study of the classroom teacher's role in the pre-referral and referral process, especially in relation to EL, should be included in teacher preparation programs in collaboration with special education professionals. Finally, recommendations for further research in this area that arose are discussed. (Contains 1 figure.)
Factors Influencing Pre-Service Teachers' Beliefs about Student Achievement: Evaluation of a Pre-Service Teacher Diversity Awareness Program
Author: Reiter, Abigail B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Neighborhoods,Multicultural Education,Teacher Education Programs,Cultural Pluralism,Classroom Environment,Preservice Teachers,Student Attitudes,Academic Achievement,Program Evaluation,Minority Groups,Whites,Teacher Student Relationship,Cultural Differences,Student Diversity,Student Characteristics,Comparative Analysis

As they begin their teaching careers, many new teachers have never attended school with, or lived in neighborhoods with, people of color. About 84% of the nation's teachers are White (U.S. Department of Education, 2009), and are often from middle-class backgrounds, while only a little more than half of U.S. public school students are White. The expanding student-teacher cultural mismatch leads to cultural and ethnic ignorance that is particularly dangerous in the increasingly diverse classroom climate in the U.S. today. In essence, culturally and ethnically ignorant and incompetent teachers lack skills necessary to acknowledge and to deal effectively with a culturally, racially, ethnically, and socio-economically diverse body of students. The purpose of this article is to examine the effectiveness of a diversity training program designed to sensitize pre-service teachers to the expected diversity of their future students. Diversity training programs have been implemented with the intent of diminishing the problems of cultural biases in teachers, but few programs have been systematically studied to determine whether they are actually accomplishing their goals. Using a unique sample of pre-service teachers, this study finds a lack of association between completing a diversity training program and reports of cultural biases regarding student background characteristics' influence on their learning. This lack of an association is discussed in the context of a variety of efforts by teacher education programs to prepare future teachers to adjust to, to accommodate, and to effectively teach, the increasingly diverse student population they are likely to encounter as teachers. In particular, the diversity training program is compared and contrasted with various strands of multicultural teacher education (MTE) programs, placing this program within a typology of MTE. (Contains 2 tables.)
How Do I Teach Mathematics in a Culturally Responsive Way?: Identifying Empowering Teaching Practices
Author: Ukpokodu, Omiunota N.
Date: 2011-00-00
Type: Journal Articles
Subjects: Urban Teaching,Teaching Methods,Mathematics,Culturally Relevant Education,Teacher Responsibility,Teacher Education,Teacher Attitudes,Mathematics Curriculum,Academic Standards,High Stakes Tests,Empowerment,Mathematics Teachers,Misconceptions,Cooperative Learning,Track System (Education),Thinking Skills,Problem Solving,Advocacy,Teacher Role

Often students' inquiry can be a great teachable moment as well as a "researchable moment." Today, even though much has been written about culturally responsive teaching, the author is often surprised to find that the notion of culturally responsive teaching does not resonate with urban teachers and when it does, they do not know how to teach their specific subjects from that pedagogical stance. The author investigated why teachers are not teaching in a culturally responsive way in their subject areas and what it would mean to teach content areas in culturally responsive ways. The purpose of this article is to report on one aspect of that study--"why" are teachers not engaged in culturally responsive mathematics teaching practices and "what" are culturally responsive mathematics teaching practices.
Diversity Initiatives in Higher Education: Just How Important "Is" Diversity in Higher Education?
Author: Clark, Christine
Date: 2011-00-00
Type: Journal Articles
Subjects: Achievement Gap,Higher Education,Student Diversity,Cultural Pluralism,Group Membership,Social Differences,Educational Finance,Budgeting,Equal Education,Economic Factors

Diversity in educational settings is generally understood as the body of services and programs offered to students, faculty, and staff that seek to ensure compliance with non-discrimination and related policy and law, and to affirm social membership group differences (broadly considered) in curricular, co-curricular, and workplace contexts. Given the current state of the economy in general and education funding in particular, many higher education institutions are asking the question, "How important is diversity?" In this article, the author explores just how important diversity is in higher education. The author argues that if one truly values it, if closing the achievement gap is a real priority and not just lip service, then funding for diversity should be base budgeted--something people fund no matter the fluctuations in the economy, or the swing of the political pendulum on Capital Hill, in state legislatures, on higher education boards, or among system or campus leaders. She contends that while true equality remains the goal, unless one can come to terms with equity as the only vehicle through which such equality can come to fruition, diversity will remain important to tout but never to meaningfully bring about. (Contains 1 note.)
&quot;Will You Please Sign on the Dotted Line?&quot;: A Problem-Based Learning Approach to Social Responsibility in Race, Gender, and Media Courses
Author: Jones, Eric K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Race,Student Attitudes,Problem Based Learning,Racial Relations,Media Literacy,Social Responsibility,Teaching Methods,Gender Bias,Negative Attitudes,Learner Engagement,College Students,Higher Education,Undergraduate Students,Television Viewing,Video Technology,Mass Media Role,Criticism,Journalism Education

One of the most common obstacles the author finds when teaching media literacy courses is student insensitivity. Although this can exist for many different reasons, the media critiques that students submit in this type of class indicate that they've become indifferent to misogynistic, classist, and racist stereotypes. On the collegiate level, this is most evident with students who are just starting their first year. According to the University of California Los Angeles' Higher Education Research Institute (2010), only 33.1% of incoming freshman college students indicate that they thought promoting racial understanding is very important or essential in their college careers. Reports like this have prompted the author to create a teaching strategy that directly addresses this insensitivity. After years of teaching these kinds of courses, the author has realized that a good way to manage such attitudes is to encourage students to collectively construct a &quot;Social Responsibility Contract&quot; during the class. This article explains the rationale, the application, and the results of implementing this strategy in a media diversity course. (Contains 1 table and 1 note.)
Context-Responsive Leadership: Examining Superintendent Leadership in Context
Author: Bredeson, Paul V.
Date: 2011-06-30
Type: Journal Articles
Subjects: Foreign Countries,Geographic Location,Superintendents,Leadership,Community Characteristics,Organizational Culture,Context Effect,Comparative Education,International Education,Cross Cultural Studies,Structured Interviews,Educational Policy,Educational Environment,Comparative Analysis,Administrator Role,Administrator Effectiveness,Administrator Responsibility,Administrator Attitudes,School Districts

It is widely acknowledged that context matters, that it affects leadership practices. A large body of descriptive studies documents common elements in the work of school superintendents. What is less well known is how superintendents' leadership may be expressed very differently given the varying contexts in which they work. The purpose of this cross-national study was to identify the specific variations in context which influence superintendents' leadership, and to examine how superintendents respond to these variations in context. Structured, in-depth interviews were conducted with 12 superintendents--six from across Sweden and six from Wisconsin, in the United States. The findings illustrate that the work of superintendents is paradoxically similar but different. Superintendents described common primary work priorities, challenges and contextual variations which influenced their practice. Yet, differences in district size, organizational culture, community characteristics, and geographic location significantly influenced their leadership practices. Despite their challenges, all superintendents responded to and shaped the context of their work. The study provides illustrative examples of superintendent leadership in situ, and supports the argument that leadership is both embedded in and influenced by context. The study also furthers the authors' emerging theory of context-responsive leadership. (Contains 3 tables.)