ethanporcaro/eric-fulltext-meta huggingface dataset:
A National Descriptive Survey of Teacher Residency Programs
Author: Wasburn-Moses, Leah
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,National Surveys,Definitions,Data Analysis,Data Collection,Evaluation Criteria,Educational Legislation,Federal Legislation,Qualitative Research,Graduate Students,Masters Programs,Teacher Interns,Mentors

Teacher Residencies have been highly touted as the next generation in teacher preparation, because they are applied programs that are predicated on strong partnerships and in-the-field mentoring. However, very little is known about this model as a whole. The goal of the current study is to report on the scope of teacher residencies, and compare data collected to both the federal definition and to standards identified in the professional literature. An Internet search uncovered the existence of 37 programs in 15 states and the District of Columbia. Data gleaned from publicly-available materials was triangulated with results from a telephone check. Findings indicated that although most residencies met the federal definition, post-residency induction and linking course- and fieldwork may be an area of concern in some programs. Programs varied in structure and supports offered. Implications include the need for a standardized definition and terminology, more research on the connection between course- and fieldwork, and more publicly available information and data.
Understanding Mentoring Practices in a Professional Development School Partnership
Author: Mark, Kelly
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Educational Practices,Faculty Development,Partnerships in Education,Educational Planning,Teacher Interns,Professional Identity,Team Teaching,Cooperating Teachers,Interviews,Data Analysis,Teacher Effectiveness,Professional Development Schools

This study examined the practices of four mentor teachers in a PDS context over the course of three months from March 2015-May 2015. The purpose of the study was to better understand and answer the following research questions: (1) What are the self-reported practices of mentors in the PDS context?; (2) Why do the mentors engage in these practices?; and (3) How have these practices developed and changed over time? In addition to classroom observations of practice, qualitative interviews were conducted with each mentor to learn more about each mentor's life history as a student, time spent as a mentor, and espoused beliefs about effective mentoring. As a result of the data collection, a profile of each mentor was written to describe the mentor's experiences as a student and teacher leading up to the time he or she became a mentor, as well as each mentor's beliefs about effective mentoring including examples from practice to illustrate the beliefs. Across the mentors, four specific mentoring practices were identified. (1) Co-planning. All mentors engaged in this practice, with the same end goal in mind, i.e., developing an intern who was capable of planning independently, there were similarities and differences among them in terms of how they involved the intern in co-planning early in the process. (2) Providing ''teacher'' opportunities. This practice goes further, especially at the beginning of the year, by providing opportunities for the intern to be viewed as a ''teacher'' and develop his/her own identity in the classroom. (3) Co-teaching. The data from this study shows that all of the four mentors engaged in the practice of co-teaching with their intern. (4) Collaborating with the Professional Development Associate (PDA). Unlike the previous practices described, collaborating with the PDA was not a key practice the mentors articulated explicitly in interviews about their mentoring beliefs. This practice emerged from the data analysis process. These practices were also compared to the YendolHoppey and Dana's (2007) framework for effective mentoring in order to provide illustrations of their domains for effective mentoring and contribute a new component for consideration.
&quot;Being&quot; the PDS Triad: My PDS Experiences as a Teacher Candidate, a Mentoring Teacher, and Beyond
Author: Daoud, Nisreen
Date: 2017-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Professional Development Schools,Mentors,Preservice Teachers,Graduate Students,College Faculty,Teacher Role,Teacher Educators

This article describes the journey of a current doctoral student from teacher candidacy to inservice work and mentor teaching to studying effective teacher preparation. The purpose of the article is to investigate the importance of the PDS triad--teacher candidate, mentor teacher, and university instructor--through one person's perspective. Having experienced two of these roles and studying the third, I discuss the importance of all stakeholders in the success of a teacher candidate's experience. More specifically, the article discusses the importance of highly effective mentor teachers in shaping and informing each aspect of the PDS triad.
The Power of Questions to Bring Balance to the Curriculum in the Age of New Standards
Author: del Prado, Pixita
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Faculty Development,Professional Development Schools,College School Cooperation,Common Core State Standards,Teacher Education Programs,Interdisciplinary Approach,Science Instruction,Social Studies

The Common Core State Standards (CCSS); the Next Generation Science Standards (NGSS); and the College, Career, and Civic Life (C3) Framework for Social State Standards are bringing many changes to schools and classrooms across the United States. This article suggests using the power of questions to make connections across seemingly disparate disciplinary goals to help bring greater balance, coherence and meaning to the academic lives of teachers, students, and parents. The paper begins with a rationale for using guiding questions within the context of PDS and then includes an example, tools and suggestions for professional development with PDS stakeholders.
NAPDS Trends and Themes: Data from the National Association of Professional Development Schools Annual Meetings, 2002-2014
Author: Shiveley, James M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Teacher Education Programs,College School Cooperation,Faculty Development,Content Analysis,Conference Papers,Elementary Secondary Education,Conferences (Gatherings)

The concept of a Professional Development School (PDS) is not recent phenomenon. A more recent outgrowth of the Professional Development School movement has been an annual national conference dedicated to sharing and showcasing the work of various schools and universities engaged in PDS work. The University of South Carolina in Columbia originated and sponsored the National Professional Development School Conference from 2000 until 2015. During this time the membership of the National Association of Professional Development Schools (NAPDS), a national organization for schools and universities engaged in school-university partnerships, would meet annually at this conference and participate as co-hosts. This paper examines the presentations given at the National Professional Development School Conference over a 13-year period from 2002 through 2014. It was during this time that the conference was firmly established as a national outlet for sharing the work and research being conducted in PDS settings throughout the country. A content analysis of the number and types of sessions provided at the NAPDS annual conference was conducted to see what an examination of the current topics and key areas of debate among those engaged in PDS work around the country would reveal about the nature of the work being done in PDS environments. This study quantified a steady rise in conference presentations over a 12-year span, indicating a growing scope of interest and participation among schools and universities in PDS work. Also of interest was a gradual coalescing of topics that were similar to the original objectives of a PDS, as set forth by the Holmes Group (1990). Researchers also found the lack of representation in conference sessions on topics dealing with school organization or community engagement curious, and worthy of further investigation.
Salisbury University and Snow Hill Elementary: Creating and Sustaining a Rural Title I PDS Partnership
Author: Elburn, Sara J.
Date: 2017-00-00
Type: Journal Articles
Subjects: College School Cooperation,Professional Development Schools,Rural Schools,Disadvantaged Schools,Elementary Schools,State Universities,Partnerships in Education,Shared Resources and Services,Preservice Teacher Education,Faculty Development,Educational Innovation,Best Practices,Achievement

As authors of a successful 2017 application for ''Exemplary Professional Development Schools (PDS) Achievement,'' the authors are honored to share portions of the application they submitted. While the data and information included focuses on the 2015-16 academic year, the growth of the PDS partnership took place over many years and represents the combined efforts of scores of faculty, staff, and students who bought in completely to the promise of the professional development school movement in a small town school in rural Maryland. The authors thank the leaders of their school district and their university for their support--both tangible and symbolic--and are grateful to the National Association for Professional Development Schools (NAPDS) for its recognition.
Designing Toys to Support Children&apos;s Development
Author: Page, Tom
Date: 2017-00-00
Type: Journal Articles
Subjects: Toys,Design,Child Development,Interviews,Questionnaires,Attitude Measures,Late Adolescents,Young Adults,Play,Technology,Computer Games,Creativity,Cognitive Development,Gender Differences,Foreign Countries

This article reports a study that aimed to contribute to the theory of good toy design in terms of the value of using toys for children development. Moreover, the study attempts to evaluate ways in which children play and study the toys they commonly use with respect to how it influence their adulthood. The authors firstly looked into the literature of toy design and children development and then they carried out an interview with an elder designer. The study underlines the importance of good toy design to support children's maturity and self-realisation. It, also, show the complex the role of a toy designer is in terms of design a valuable toy. Furthermore, the study demonstrates a subject to the demands of users as well as regulations. In addition to the interview a questionnaire was given to 28 partaker's ages 18-25 years; the subject was a retrospective view of toys and their influences on the partaker's existing lifestyle. The main conclusions draw from the study was that using toys in our childhood influence the development of key skills, but, also, shape our negative or positive view on our childhood. The conclusions demonstrate the importance that toy designers both draw upon academic research and carry out their own in order to create powerful toys of quality.
Utilizing Action Research to Improve Counseling Education Course Work for Culturally Diverse Students
Author: de Vries, Sabina
Date: 2017-00-00
Type: Journal Articles
Subjects: Action Research,Educational Improvement,Student Diversity,Culturally Relevant Education,Counselor Training,Research Utilization,Classroom Techniques,Educational Experience,Hispanic American Students,Statistical Analysis,Qualitative Research,Student Surveys,Likert Scales,College Students,Educational Needs

This article informs counselor educators and psychologists on how to utilize action research to evaluate diverse students, course work, and to improve classroom instruction. A paucity exists in research investigating educational needs of diverse counseling students. The present action research study examined educational experiences of diverse counseling students enrolled in a research course. The sample consisted of 70% Hispanic/Latino students, and a little less than half were older adults; 80% of the participants were female. Quantitative and qualitative data was collected and analyzed. Findings, limitations, and suggestions for future research are discussed.
Belief Patterns and Anxiety Levels of Turkish EFL Students in Relation to Level of Instruction
Author: Okay, Aysegül
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Measures (Individuals),Qualitative Research,Anxiety,Foreign Countries,Statistical Analysis,Language Aptitude,Communication (Thought Transfer),Likert Scales,Student Attitudes,Correlation,College Students,Semi Structured Interviews

This study investigates whether there is a relationship between anxiety levels and belief patterns of Turkish EFL students in relation to level of instruction. A total number of 207 students voluntarily participated in the study. To gather quantitative data, adapted Turkish versions of Beliefs about Language Learning Inventory (BALLI) and Foreign Language Classroom Anxiety Scale (FLCAS) were used, and qualitative data were collected through semi-structured interviews. The quantitative data analyses revealed that low-proficient students are more anxious than their high-proficient peers. In addition, a significant relationship was found between students' anxiety levels and four belief patterns: high-anxious students believed that (1) English is a difficult language; (2) they do not have language aptitude; (3) they will not eventually learn to speak English; and (4) they feel self-conscious when speaking English in front of other people--the opposite beliefs were found to be true for low-anxious students. The qualitative data analyses also supported the finding that learner beliefs and anxiety have a close relationship. The implications are discussed.
Mental Health and Adjustment of Higher Secondary School Students
Author: Murugan, P. Vel
Date: 2017-00-00
Type: Journal Articles
Subjects: Mental Health,Student Adjustment,Secondary School Students,Correlation,Statistical Analysis,Foreign Countries,Gender Differences,Family Structure,Public Schools,Private Schools

The main objective of this study is to find out the relationship between mental health and adjustment of higher secondary school students. Mental Health Scale developed by Sakthimani (2010) and Adjustment Inventory developed by A.K.P. Sinha and R.P. Singh (2007) were used to collect the relevant data. The sample consists of 103 higher secondary school students of whom 53 are male and 50 are female. The data are analysed by &quot;t&quot; test and Karl Pearson's Product moment correlation. The result indicates that there was significant relationship between mental health and adjustment of higher secondary school students
Mathematical Problem Solving Ability of Eleventh Standard Students
Author: Priya, J. Johnsi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Skills,Problem Solving,Secondary School Students,Gender Differences,Public Schools,Private Schools,Socioeconomic Status,Mathematics Tests,Statistical Analysis

There is a general assertion among mathematics instructors that learners need to acquire problem solving expertise, figure out how to communicate using mathematics knowledge and aptitude, create numerical reasoning and thinking, to see the interconnectedness amongst mathematics and other subjects. Based on this perspective, the present study aims to examine the mathematical problem solving ability of eleventh standard students. A sample of 810 Eleventh standard students (406 boys and 404 girls) was selected from different schools of Chennai district, using the stratified random sampling technique. Survey method of research has been adapted. The Mathematical Problem Solving Ability test constructed by the investigator was used to collect data from the eleventh standard students. Mean, standard deviation, &quot;t&quot; test, and one-way ANOVA were used to analyze the data with the help of SPSS (Version 20.0). The analysed data were tabulated and tested with hypothesis. Finding shows that the mathematical problem solving ability of girl students is significantly higher than boys. There is no significant difference among government, government aided, and self-financing higher secondary school students in their Mathematical Problem Solving Ability. It is also observed that the students from high socio-economic status found to be higher than their counterparts in their mathematical problem solving ability
Reading Bilingual Books: Students Learn English While Acquiring Knowledge about American Cultural Traditions and Places
Author: Ceprano, Maria Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Schools,Bilingual Instructional Materials,Books,Preservice Teachers,English (Second Language),Second Language Learning,Italian,Reading Comprehension,Culture,Learner Engagement,Student Attitudes,Professional Development Schools,Teacher Developed Materials,Qualitative Research,Undergraduate Students,Elementary School Students,Instructional Effectiveness,Observation

The International Professional Development Site (IPDS) program is an extension of an already well established consortium of 45 elementary schools serving the Department of Elementary Education and Reading (EER) at Buffalo State College. In general, teachers from these PDSs serve the department in mentoring childhood and early childhood majors during pre-student teaching field events associated with their methods courses in literacy, social studies, mathematics and science as well as the culminating student teaching experience. The IPDS option organized by the author is located in Torremaggiore, a small medieval town in the Province of Foggia in southeastern Italy. The school, San Giovanni Bosco, is the only elementary public school in the town and is situated in two buildings: one serving children in the early childhood domain, including Kindergarten and Grade 1, and the other serving children from grade two through grade five. Approximately 300 children, most of Italian descent, are currently enrolled in the school; less than 3% are children of Eastern European families recently immigrated to the area. A pilot study was conducted to examine the efficacy of using bilingual (English/ Italian) informational texts written by the participating pre-service teachers (PSTs) to promote reading interest, comprehension in English, and knowledge of American culture. The decision to have the PSTs write the books was fostered by the fact that purchase of such appropriately leveled texts for distribution and use by the children was not financially viable. Specific questions guiding this study were: (1) Did the bilingual texts that PSTs constructed promote emerging bilinguals' comprehension of texts written in the L2 while expanding their knowledge of American culture?; (2) To what degree did the children engage with the bilingual texts?; and (3) How did the PSTs feel about the construction and use of bilingual texts they had made for the Italian learners?
Increasing the Cultural Competence &amp; Responsiveness of Family Nurse Practitioners Preparing to Work with Children with Behavioral Challenges from High-Minority Low-Income Communities
Author: Robinson, Tyrone
Date: 2017-00-00
Type: Journal Articles
Subjects: Nurses,Cultural Awareness,Cultural Relevance,Family Practice (Medicine),Multicultural Education,Educational Theories,Minority Groups,Low Income Groups,At Risk Persons,Delivery Systems,Program Effectiveness,Professional Development,Program Evaluation,Feedback (Response)

While discussions involving multicultural education have typically concerned advocating for equity and social justice within the K-12 public schools and higher education institutions across the United States, similar advocacy and initiatives can and should be applied to the preparation of other professionals who serve the needs of the American public. This article focuses on the role of family nurse practitioners (FNPs) and describes the application of multicultural education theory in a program developed to prepare FNPs to better serve children in high-minority and low-income communities. The article is presented from the perspective of the first author, a nurse consultant and developer of the program described here.
Critical Encounters in a Middle School English Language Arts Classroom: Using Graphic Novels to Teach Critical Thinking &amp; Reading for Peace Education
Author: Sun, Lina
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Students,English,Language Arts,Multiple Literacies,Teaching Methods,Novels,Cartoons,Self Concept,Critical Thinking,Case Studies,Peace,Reading Achievement,Social Justice

Graphic novels, which tell real and fictional stories using a combination of words and images, are often sophisticated, and involve intriguing topics. There has been an increasing interest in teaching with graphic novels to promote literacy as one alternative to traditional literacy pedagogy (e.g., Gorman, 2003; Schwarz, 2002). A pedagogy of multiliteracies using graphic novels can enhance reading engagement and achievement, reinforcing students' senses of their identities as readers who are learners and thinkers (Guthrie, 2004). However, there is scant mention in pedagogical literature of how such multimodal texts can be used for fostering students' critical thinking and reading skills for peace education. This article provides a case study of why and how middle school English Language Arts (ELA) teachers can teach critical reading and thinking in ways which promote education for peace and social justice. The author particularly focuses on the use of graphic novels to teach aspects of these concepts.
A Bridge to Intercultural Understanding: Reading Teachers in the U.S. &amp; English Learners in China Read Children&apos;s Literature Books in a Global Book Club
Author: Wang, Yang
Date: 2017-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cross Cultural Training,English Teachers,Reading Teachers,Second Language Instruction,Second Language Learning,English (Second Language),Books,Clubs,Cultural Awareness,Childrens Literature,Picture Books,Foreign Countries

In this article, the author describes how a group of teachers and teacher candidates along with a group of English as a foreign language (EFL) learners in China participated in a book club through which they read and discussed global literature books. The inquiry for this action research project was: How do American teachers and Chinese EFL learners build intercultural understanding through reading and responding to children's picture books in a global book club? The purpose of this study was to investigate how readers explore each other's culture and their self culture and gain intercultural understanding through children's literature books, while also seeking implications for selecting and incorporating children's literature to inform literacy practices.