ethanporcaro/eric-fulltext-meta huggingface dataset:
Better Together: Coeur d'Alene Reservation Communities and the University of Idaho
Author: Salant, Priscilla
Date: 2011-09-00
Type: Journal Articles
Subjects: Community Leaders,Community Development,Strategic Planning,Land Use,Leadership Training,Leadership,Faculty,American Indians,Tribes,Reservation American Indians,Partnerships in Education,School Community Relationship,Teacher Student Relationship,Poverty,Access to Education,Outreach Programs,Colleges,Extension Education,Program Effectiveness,Intervention,College Students

The Coeur d'Alene Reservation spans 345,000 acres of mountains and farmland in northern Idaho. Most people on the reservation live in the communities of Worley, Plummer, Tensed, and Desmet. Roughly 50 miles south of Plummer is the University of Idaho's main campus in Moscow. The university is Idaho's land-grant institution, with a statewide mission of teaching, research, and outreach. Through its strategic plan, the university is committed to partnerships like Better Together, a university-community partnership in which university faculty members and students work across disciplines to address critical issues, side by side with communities. Better Together brought together two university programs--Horizons and the Building Sustainable Communities Initiative (BSCI)--with people in communities on the Coeur d'Alene Reservation. The communities partnered with the university through University of Idaho Extension's Horizons program to expand leadership capacity and reduce poverty. For its part, the university partnered with the communities first as part of its outreach mission (through Horizons), and then, building from the Horizons relationship, to give its students real-world learning experiences. From 2006 through 2009, local residents interacted with University of Idaho faculty members and students in a variety of settings--community leadership training, broad-based community visioning, activities to reduce poverty, land use planning sessions, and social events. Two years after the main programs ended, there are positive outcomes for the communities as well as the university. This article describes the University of Idaho's partnership with the Coeur d'Alene Reservation Communities, which was awarded a 2010 Outreach Scholarship/W. K. Kellogg Foundation Engagement Award for the Western Region. (Contains 1 figure.)
Lincoln University Cooperative Extension Men on Business--A College Assurance Program
Author: Matthews, Yvonne
Date: 2011-09-00
Type: Journal Articles
Subjects: Extension Education,Black Colleges,Educational Opportunities,Males,Education Work Relationship,College Role,Scholarships,Business,Awards,Educational History,Social Development,Academic Achievement,Program Descriptions

Lincoln University was founded in 1866 by the men of the 62nd and 65th United States Colored Infantries and their white officers for the special benefit of freed African Americans. Today, Lincoln University's role in the education of Missourians and others, and its service throughout the state, the nation, and across the globe, are well-recognized. The university is a Historically Black, 1890 land-grant, public, comprehensive institution that provides educational opportunities, including theoretical and applied learning experiences, to a diverse population within a nurturing, student-centered environment. In this article, the authors tell the story of Lincoln University's Men on Business--A College Assurance Program, which was awarded a 2010 Outreach Scholarship/W. K. Kellogg Foundation Engagement Award for the Historically Black Colleges and Universities category. They provide context about Lincoln University, the nature of the community, and the program.
The Wilson Bay Initiative, Riverworks, and the Sturgeon City Partnership: A Case Study for Building Effective Academic-Community Partnerships
Author: Levine, Jay F.
Date: 2011-09-00
Type: Journal Articles
Subjects: School Community Relationship,State Universities,Case Studies,Conservation (Environment),Environmental Education,Water Quality

This article describes North Carolina State University's Sturgeon City partnership, which has transformed an urban brownfield site into a community civic, recreational, and learning resource. The project was recognized in 2010 with the C. Peter Magrath Community Engagement Award and the Outreach Scholarship W. K. Kellogg Foundation Engagement Award for the Southern Region. (Contains 1 table and 1 figure.)
Share the Love: Why Not Celebrate Valentine's Day by Encouraging Kids to Give Back to the Community?
Author: Jackson, Nancy Mann
Date: 2011-00-00
Type: Journal Articles
Subjects: Altruism,Intimacy,Cultural Differences,Problem Solving,Outreach Programs,Community Involvement,Community Services,Helping Relationship,Haitians,Foreign Countries

February is a natural time to teach students that love involves more than hearts and candy--it also means giving of oneself. According to Terri Kennamer, a third-grade teacher at West Elementary School in Vestavia Hills, Alabama, it is the responsibility of educators to help students recognize that they are citizens of the world. Children have such compassion for others, teachers need only to encourage their compassion and guide their response. In this article, the author presents the stories of four teachers who helped their students learn the true meaning of love by leading classroom or schoolwide outreach projects, plus takeaways for brainstorming and launching one's &quot;own&quot; effort.
Cool Winter: Arts and Crafts
Author: Kohl, MaryAnn
Date: 2011-00-00
Type: Journal Articles
Subjects: Art Education,Design Crafts,Handicrafts,Art Products,Puppetry,Art,Art Activities,Childrens Art,Painting (Visual Arts)

Art is all about the process of exploration. The final results are less important than what a child imagines, experiences, and learns along the way. Packed with a year's worth of art projects kids can create out of everyday objects and recycled materials. From buttons to Bubble Wrap and rocks to socks, the author shows how to plan exciting art projects that cost pennies.
Can Kindness Be Taught?
Author: Schachter, Ron
Date: 2011-00-00
Type: Journal Articles
Subjects: Altruism,Empathy,Interpersonal Competence,Teaching Methods,Family Environment,Educational Environment,Social Cognition,Creativity,Personality Traits,Social Development,Emotional Intelligence,Cooperation,Professional Development,Bullying,Caring,Academic Achievement

There's no doubt that children's home environments have a huge impact on the kind of people they become. But so do their educational environments. A number of schools are beginning to realize it's worth it to spend the time on "soft" skills such as empathy. Even forgetting the recent scary headlines about bullying, teachers know that a classroom full of kids who relate to and understand one another can make a big difference academically. That level of trust and empathy takes time, patience, modeling, and practice to build. In this article, the author discusses how to teach students to be good to one another inside and outside the classroom. The author shares how other teachers are drawing on outside programs focused on positive interpersonal behaviors, as well as their own resources and creativity.
Thirty Simple Ideas for Interactive Whiteboards
Author: Adams, Caralee
Date: 2011-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Teaching Methods,Bulletin Boards,Visual Aids,Educational Equipment,Educational Technology,Teachers,Learning Activities,Electronic Learning,Technology Uses in Education,Students,Class Activities

This article presents thirty simple ideas for interactive whiteboards and how IWB can make one's teaching life easier. These teaching ideas for the interactive whiteboard can be used by teachers every day. Tips for classroom management are also presented.
From Readers Theater to Math Dances: Bright Ideas to Make Differentiation Happen
Author: Zuckerbrod, Nancy
Date: 2011-00-00
Type: Journal Articles
Subjects: Interests,Individualized Instruction,Academic Achievement,Barriers,Professional Development,Teaching Methods,Cognitive Style,Teachers,Teacher Education

Carol Ann Tomlinson, a professor at the University of Virginia Curry School of Education, has led the push for differentiated instruction and sees a strong commitment by educators to tailoring teaching to student academic levels, learning styles, and personal interests. However, Tomlinson says barriers still stand in the way to making sure every child gets what he or she needs. One hurdle, says Tomlinson, is that teachers have to do something that's both basic and difficult: forget how they were taught as children. Before attempting to tier a lesson to make it appropriately challenging for individual students, or alter an activity to meet the needs of certain learners, teachers should decide what they want their students to know and do at the end of the instruction. Then, they should come up with multiple ways of getting there, says Aleta Margolis, executive director of the Washington, D.C.-based Center for Inspired Teaching, which provides professional development to educators. In this article, the author offers ideas on how to reach every kid in every subject and make differentiation happen.
Teach Kids about Numbers All around Us
Author: Hudson, Hannah Trierweiler
Date: 2011-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Numbers,Young Children,Mathematics,Mathematics Instruction,Mathematics Education,Mathematics Achievement,Mathematics Teachers,Grade 2,Elementary School Students,Mathematics Activities

Recognizing the role numbers play in people's everyday lives is crucial to students' math understanding now and down the road. That's why Bob Krech, a curriculum specialist in New Jersey's West Windsor-Plainsboro district, likes to teach a lesson he calls &quot;Numbers All Around Us.&quot; This lesson uses real-world examples to show that numbers help people answer many questions, including &quot;How much?&quot; &quot;How fast?&quot; and &quot;Where do I go?&quot; Expert teacher Bob Krech shares strategies for teaching real-world math.
Teach Like a Champ
Author: Adams, Caralee
Date: 2011-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Charter Schools,Teaching Methods,Academic Achievement,Schools of Education,Professional Development,Educational Improvement,Authors

Doug Lemov didn't set out to write a book about the tools of the teaching craft. Working as a managing director of a group of urban charter public schools, he was just trying to get some answers for his teachers. They were hungry for tips on how to really engage kids and solve problems that were getting in the way of their teaching. Lemov observed great teachers in action and shared their best techniques. As more people started to ask about his research, he figured he was on to something. The resulting book, "Teach Like a Champion: 49 Techniques That Put Students on the Path to College," gives teachers practical ideas on how to run a more efficient, inspired, and joyful class. His simple yet powerful techniques help focus kids' attention and squeeze the most learning out of every minute in the classroom. Lemov is founder of School Performance, an Albany-based nonprofit that provides diagnostic assessments, performance data analysis, and academic consulting to high-performing charter schools. In his book, Lemov has identified 49 classroom techniques that make all the difference.
Kid2kid Connections: How to Use Technology to Connect Your Students to a Larger World
Author: Schachter, Ron
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Internet,Technology Uses in Education,Elementary School Students,Synchronous Communication,Asynchronous Communication,Computer Software,Programming,Video Technology,Social Networks,Information Technology,Computer Mediated Communication,Sharing Behavior,Handheld Devices,Teaching Methods,Computers,Videoconferencing

Skype, Edmodo, iApps, and Shutterfly may sound like fantasy characters or mythical creatures from some futuristic novel. But the students at Paine Primary School in Trussville, Alabama, will gladly explain that these odd-sounding names belong to the Web 2.0 applications in which they are fast becoming fluent. For these kids--and those at other elementary schools where teachers are leading their students onto the cutting edge of educational technology--the future is now. What students and teachers alike are finding most exciting is that many of Web 2.0's evolving applications are free and allow classrooms to do things like videoconference around the world, create multimedia projects, hold online discussions, and collaboratively edit student work. In this article, the author discusses how teachers can use technology and Web 2.0 applications to motivate young learners and build their skills.
Recess Makes Kids Smarter
Author: Adams, Caralee
Date: 2011-00-00
Type: Journal Articles
Subjects: Play,Federal Legislation,Supervision,Academic Achievement,Playgrounds,Recess Breaks,Physical Activities,Child Development,Games

Recess has been scaled back or cut altogether in a number of schools around the country. The trend can be traced back to the late eighties and was accelerated under No Child Left Behind. Districts under pressure to show academic progress began to squeeze as much instruction into the day as possible. Others eliminated recess because of concerns about safety, lack of supervision, and subpar playground equipment. But all work and no play for kids has not set well with many parents--and teachers. Now there is some momentum to bring recess back, fueled by several forces. To restore recess, many are trying to improve supervision and the equipment available to kids. Creating an inviting recess area helps. It is critical that children have a time to play on their own--free from adult parameters, says Richard Cohen, an early childhood professional in Arlington, Virginia.
Tales from a One-Room Schoolhouse
Author: Kaesshaefer, Megan
Date: 2011-00-00
Type: Journal Articles
Subjects: Rural Schools,Rural Areas,Elementary Education,Teaching Methods,One Teacher Schools,Small Schools,Elementary School Students,Interviews,Personal Narratives

This article presents an interview with Lyn Huston, who teaches in a one-room schoolhouse--Duckwater School--in Duckwater, Nevada. The school, which has a class of only 15 students, is set on a plot of land between alfalfa farms, an Indian reservation, and a 20,500-acre wilderness area. Huston discusses the challenges that exist when teaching in a rural school where students K-8 share one classroom and one teacher.
Play to Learn: Great Projects to Try, Websites to Bookmark, and a World of Learning to Share with Students
Author: Adams, Caralee
Date: 2011-00-00
Type: Journal Articles
Subjects: Expertise,Play,Video Games,Web Sites,Learning,Children,Computers,Educational Games,Critical Thinking,Teachers,Computer Software,Computer Simulation,Technology Integration

When kids play video games, they want to perfect their skills, advance to the next level, and become a master. It is the kind of focus that many teachers would love to see in their classrooms. From elementary through high school, computer games are being woven into the curriculum to engage students in new ways. However, many schools lack the equipment and teachers do not have the expertise. In this article, the author stresses that serious and purposeful games can help students develop important skills such as critical thinking. To get started, experts suggest teachers play the games themselves and then tap into the free resources online. The author offers tips on how to make the most of classroom gaming and presents 6 video game activities.
The Blame Game
Author: Scoggin, Jennifer
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduation Rate,Academic Achievement,Scores,Teachers,Social Behavior,Teacher Role,Labeling (of Persons),Teacher Effectiveness,Teaching (Occupation)

Blaming teachers for all that is wrong with the American school system is very "en vogue." Teachers are blamed when test scores are down, when the latest silver-bullet solution fails, and when graduation rates fall to an all-time low. All of this blame, says the author, creates an environment where the work of teachers is not respected, making it nearly impossible for them to do their best. It also clouds the ability to learn what is truly causing the problems schools are facing.
Thirteen for Thirteen-Year-Olds
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle Schools,Reading Instruction,Change Strategies,Educational Strategies,Learning Strategies,Reading Strategies,Literacy,Teaching Methods,Classroom Techniques,Educational Practices

What does it take to reach a middle school reader? Literacy expert Laura Robb recently shared her top strategies in a webcast for Scholastic fans. This article presents Robb's 13 strategies for thirteen-year-olds. These are: (1) Respect students' search for self; (2) Embrace blogging; (3) Send texts in class; (4) Take words apart; (5) Build vocabulary; (6) Have students use readers' notebooks; (7) Use mentor texts; (8) give students choice; (9) Respect the genres; (10) Meet one on one; (11) Get rid of one's desk; (12) Have kids share recommendations with one another; and (13) Don't ask kids to do things teachers wouldn't do themselves.
The New Phys Ed.: Dodgeball Is Passe; Schools Are Teaching Lifelong Fitness
Author: Schachter, Ron
Date: 2011-00-00
Type: Journal Articles
Subjects: Physical Education,Team Sports,Physical Activities,Health Related Fitness,Health Promotion,Change Strategies,Exercise,Sustainability,Innovation

A growing number of physical education teachers are introducing a new kind of P.E. in schools, emphasizing lifelong activities such as running, cycling, yoga, and skateboarding, in an attempt to make exercise more engaging--and lifelong--for elementary and middle school students. The new generation of P.E. classes is introducing youngsters to everything from step aerobics and yoga to inline skating and mountain biking. Experts agree that these approaches to exercise provide an attractive alternative to team sports and stay with students long after they leave school. The change from the traditional P.E. diet of dodgeball, volleyball, and jumping jacks is taking place as the fitness of today's youngsters, along with a looming obesity crisis, has become a central concern for educators and parents.
Schools to the Rescue: Educators Are Finding Ways to Make the Lives of Poor Students and Their Families Better Every Day
Author: Cleaver, Samantha
Date: 2011-00-00
Type: Journal Articles
Subjects: Poverty,Poverty Programs,Integrated Services,Outreach Programs,Comprehensive School Health Education,Economically Disadvantaged,Low Income Groups,Helping Relationship,Altruism

For many schools, the most pressing concern is helping families meet basic needs. Between 2007 and 2009, according to the Brookings Institution, the number of people who live in poverty increased by 4.9 million. Brookings reported that between 1999 and 2009, two thirds of the increase in poverty occurred in the suburbs. With poverty and social issues on the rise, schools are stepping in to act as health clinics, parent education centers, greenmarkets, and more. Some schools are even feeding kids three meals a day. The author discusses how schools are doing it.
Turn Your Boys into Readers!
Author: Allyn, Pam
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Motivation,Males,Gender Differences,Change Strategies,Educational Strategies,Reading Strategies,Reading Improvement,Reading Interests,Reading Rate,Classroom Environment,Classroom Techniques,Learning Motivation,Motivation Techniques

Girls outscore boys in reading proficiency levels; the gender gap is startling and concerning. The myth that boys won't read or that it's not "cool" for boys to love reading plays a big part in how these low levels come to be. Low expectations from teachers, and an assumption that boys prefer physical activity, mean that boys often don't find classrooms very "boy friendly." The author has created an easy to remember acronym, READ--Ritual, Environment, Access, and Dialogue--to help teachers create the best boy-friendly environment possible. This article shares how to implement the READ strategies in one's own classroom.
The Big Class
Author: Adams, Caralee
Date: 2011-00-00
Type: Journal Articles
Subjects: Expertise,Homework,Volunteers,Student Participation,Parent Participation,Parents,Classroom Techniques,Experienced Teachers,Class Size,Large Group Instruction

Bigger classes are the reality for more and more teachers across the country. In the 2010-11 school year, 57 percent of districts increased their class sizes, and 65 percent anticipate doing so in 2011-12, according to a December 2010 survey by the American Association of School Administrators. So how do teachers cope? Experts and veteran teachers suggest investing time up front in planning--from lessons to daily routines. Teachers should practice classroom procedures and get to know their students to make things run smoothly. They must also think carefully about the amount of homework they assign. And they have to reach out of help--from enlisting students to do in-class grading to recruiting parent volunteers to collaborating with other teachers.
Get along with Every Parent
Author: Scoggin, Jennifer
Date: 2011-00-00
Type: Journal Articles
Subjects: Parents,Telecommunications,Parent School Relationship,Parent Participation,Student Participation,Humor,Teachers,Students

According to the author, working collaboratively with every parent in her class has not always been all sunshine and kittens. Creating a successful relationship has always been her goal. There are times that she wants to snatch their cell phones away from their ears and smash them against a wall when they are in the middle of a conference. But for every parent who has shown up unannounced with a massive birthday cake and seemed confused when she was a) in the middle of teaching, b) unable to magically produce a knife, candles, or matches and c) clearly plastering a pained smile on her face, there is a parent who sends thoughtful notes, is an active participant in her child's education, and is a pleasure to work with. In this article, the author shares some of her ideas for working with all parents without adding hours to one's day--from the ones who love to make a shouty phone call to the ones who dutifully return permission slips on time.
The Common Core: Everything You Need to Know to Succeed
Author: Cleaver, Samantha
Date: 2011-00-00
Type: Journal Articles
Subjects: State Schools,State Standards,Academic Achievement,Program Implementation,State Regulation,Articulation (Education),Alignment (Education),Educational Improvement,Improvement Programs,Change Strategies,Educational Change

In 2008, the Council for Chief State School Officers (CCSSO) and the National Governors Association started discussing the possibility of moving away from separate state standards. State education leaders were concerned that existing state standards weren't rigorous enough. So, in 2009, 48 states signed on to develop the Common Core State Standards, and in June 2010, the standards were finalized. Now, each state that has adopted the standards is working on its own timeline toward full implementation by 2014-2015. The overarching goal of the Common Core standards is to improve the academic achievement of American students. This article offers tips on how to refocus one's instruction around higher standards.
Inspiring Ways with Whiteboards
Author: Schachter, Ron
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Change Strategies,Educational Practices,Classroom Techniques,Educational Equipment,Visual Aids

Having an interactive whiteboard (IWB), how does a teacher integrate it into his/her lessons? This article shares one school's story of how to integrate IWBs into the curriculum. Ten ideas teachers can try in integrating IWB into their lessons are also offered.