ethanporcaro/eric-fulltext-meta huggingface dataset:
School Choice Vouchers and Special Education in Indiana Catholic Diocesan Schools
Author: Blackwell, William H.
Date: 2017-10-00
Type: Journal Articles
Subjects: School Choice,Educational Vouchers,Special Education,Catholic Schools,State Policy,Enrollment Trends,Related Services (Special Education),Student Characteristics,Student Diversity,Faculty Development,Special Needs Students,Principals,Questionnaires,Administrator Attitudes,Educational Needs,Elementary Secondary Education

Catholic schools are now located at a crossroads of school choice voucher programs and special education services. With enrollment in Catholic schools declining over the past several decades, voucher programs that allow parents to use public funds for tuition at private schools--including tuition for students with disabilities--could possibly help to steady or even reverse this decline. This study examined the impact of Indiana's statewide voucher program on Catholic schools, student enrollment, and special education services in three large diocesan school systems. The findings address issues related to enrollment growth, changing student population characteristics, special education services, and the professional development needs of teachers in these schools. The authors discuss the implications of the voucher program for the enrollment and education of students with disabilities in Catholic schools.
The Interactional Production of Race and Religious Identity in an Urban Catholic School
Author: LeBlanc, Robert Jean
Date: 2017-10-00
Type: Journal Articles
Subjects: Race,Spiritual Development,Urban Areas,Catholic Schools,Identification (Psychology),Classroom Communication,Discussion (Teaching Technique),Ethnography,African American Students,Asian Americans,Interaction Process Analysis,Interaction,Beliefs,Grade 8,Lesson Observation Criteria,Racial Identification,Observation

This article describes how students in an urban Catholic school draw on racial and religious categories to construct classroom-specific identities during coursework. When students engage with each other in classroom discussions, they use broadly circulating, institutional, and event-level categories to position one another, and in doing so articulate who may speak and participate in class talk. This paper draws from interactional ethnographic data, showing how Vietnamese American and African American students used different religious and racial categories to delimit the interactional floor during class time and in the process exclude speakers.
Communities of Practice: A Consortium of Catholic Elementary Schools&apos; Collaborative Journey
Author: Huchting, Karen K.
Date: 2017-10-00
Type: Journal Articles
Subjects: Communities of Practice,Consortia,Catholic Schools,Elementary Schools,Case Studies,Institutional Mission,Educational Improvement,Interviews,Teacher Surveys,Administrator Surveys,Principals,Meetings,Educational Cooperation,Partnerships in Education,Semi Structured Interviews,Advertising,Enrollment Trends,Financial Support,Participative Decision Making,Transformational Leadership,Teacher Collaboration,Institutional Characteristics,Observation

Archdioceses and dioceses around the United States continue to brainstorm innovative ways to market their schools in an education system that provides a number of choices to parents and their children. Applying Wenger's (1998) learning theory entitled Communities of Practice (COPs), the purpose of this case study was to investigate one such plan to improve the viability of three inner-city Catholic elementary schools that had similar missions, were located within just a few miles of one another, and served the same neighborhoods of a working-class, culture-rich Latino community in Southern California. Data collection included in-depth interviews with principals and teachers and site visits that involved observations of classroom lessons and joint faculty meetings. Data were analyzed using a two-step coding scheme that was grounded in the main tenets of the theoretical framework. Findings showed the early stages of an interschool consortium that consisted of multiple levels of distributed leadership and the development and maintenance of COPs among principals, teachers, parents, and students. The findings of this study offer a potential model for Catholic schools in similar contexts.
Providing Access for Students with Moderate Disabilities: An Evaluation of a Professional Development Program at a Catholic Elementary School
Author: Cunningham, Matthew P.
Date: 2017-10-00
Type: Journal Articles
Subjects: Faculty Development,Disabilities,Access to Education,Observation,Feedback (Response),Catholic Schools,Inclusion,Educational Practices,Coaching (Performance),Lesson Plans,Teaching Methods,Instructional Improvement,Elementary School Teachers,Middle School Teachers,Learner Engagement,Semi Structured Interviews

After a significant policy change led to the admittance of students with moderate disabilities, St. Agnes School (SAS; pseudonym)--a Catholic PK-8 school in Southern California--implemented an 18-month professional development (PD) program to improve teachers' inclusive classroom practices. Grounded in the theoretical framework of Universal Design for Learning (UDL; Center for Applied Special Technology, 2015b), the PD program included cyclical, one-on-one instructional coaching sessions that were led by trained UDL coaches and consisted of lesson demonstrations and personalized feedback. While SAS teachers held state credentials, most had very little training to work with students with special needs prior to this PD; the purpose of this study was to evaluate the UDL PD program at SAS in terms of its impact on teachers' instructional practices and students' engagement in the classroom. Data from one-on-one interviews and classroom observations were analyzed using evaluation coding (Patton, 2002, 2008; Rallis &amp; Rossman, 2003; Saldana, 2013) and findings revealed improvements in classroom instruction and student engagement for teachers who embraced the framework. Administrative and programmatic challenges that emerged over the course of the program and teachers' hope for a long term shift toward professional learning communities among faculty and staff are discussed.
A Content Analysis of Catholic School Written Discipline Policies
Author: Philippe, Daniel L.
Date: 2017-10-00
Type: Journal Articles
Subjects: Catholic Schools,Discipline Policy,Metropolitan Areas,Secondary School Students,Content Analysis,Policy Analysis,Behavior Problems,Expulsion,Suspension,Coding,Statistical Analysis

School discipline has traditionally endorsed the use of exclusionary practices (i.e. suspension and expulsion). Such practices can have a negative short- and long-term impact on student lives, and tend to be enforced disproportionately with certain student populations. Although public school discipline policies have received increased scrutiny in recent years, Catholic school policies have received very little attention. This study presents the results of a content analysis of the written discipline policies of 33 Catholic secondary schools from two dioceses within a major metropolitan area in the United States. Results suggest that although variability exists in the types of behaviors included in formal written policies, schools in this sample rely heavily on exclusionary practices as possible consequences to many behaviors, even relatively minor ones. Further, they include positive or restorative consequences minimally, if at all. Suggestions for future research related to discipline practices in Catholic schools are made.
Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy
Author: Stabler-Havener, Michelle L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Competencies,Student Evaluation,Testing,Language Tests,Evaluation Methods,Professional Development,Skill Development,Models,Barriers,Teacher Education,Foreign Countries,Praxis

Assessment literacy (AL) empowers teachers (Grabowski &amp; Dakin, 2014) by helping them make better decisions about the development, administration, and use of assessments (Harding &amp; Kremmel, 2016; Popham, 2009). This is crucial because when teachers make erroneous interpretations, which lead to incorrect decisions, students can suffer unintended, negative consequences (Purpura, 2016; Purpura, Brown, &amp; Schoonen, 2015). As essential as AL is to providing quality teaching and learning opportunities, assessment education remains inadequate (Lam, 2015; Mendoza &amp; Arandia, 2009; Vogt &amp; Tsagari, 2014). According to Cheng (2001), teachers spend up to a third of their time in assessment related activities; however, most &quot;do so with little or no professional training&quot; (Bachman, 2000, p. 19-20). In light of the demand for the development of instructor AL, this paper first defines and conceptualizes language assessment literacy (LAL). Then it problematizes LAL through an investigation of empirical studies conducted to explore pre- and in-service teacher education and resources that have been used to develop teachers' LAL. Finally, it examines how teachers' LAL levels are evaluated through assessments such as Cambridge University Press's Teaching Knowledge Test, the edTPA, and state teacher certification Praxis tests.
Utilizing the QRI as a Diagnostic Assessment and Intervention Instruction: A Case of a Thai Learner
Author: Sitthitikul, Pragasit
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Case Studies,Intervention,Reading Tests,Student Attitudes,Semi Structured Interviews,Observation,Diagnostic Tests,Reading Instruction,Self Concept,Reading Attitudes,Foreign Countries,Elementary School Students,Word Lists,Oral Reading,Reading Comprehension

The present exploration aimed to assess a reading level of a young Thai student by using the Qualitative Reading Inventory (QRI), and to plan reading intervention instruction targeted on the identified needs based on the assessment results. In this study, a single case study approach was employed. A seven-year old Thai learner was the focal participant. The research questions are threefold as follows: (1) What was the student's diagnostic assessment result measured by the Qualitative Reading Inventory?, (2) Did the designed QRI-based reading intervention instruction lead to student's literacy growth?, and (3) What was the student' attitude towards the self as a reader, reading, and school before the diagnostic assessment took place, and after the reading intervention? The research instruments used in this study included the QRI tests, semi-structured interviews and observations. The diagnostic assessment results revealed that the student's instructional reading level was at the pre-primer, and the QRI-based intervention instruction proved to assist the student in literacy growth. Moreover, the results from the interviews and observations showed that the student had a better attitude towards reading.
&quot;But&quot;-Prefacing for Refocusing in Public Questioning and Answering
Author: Choe, Ann Tai
Date: 2018-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Language Usage,Interaction,Grammar,Philanthropic Foundations,Interviews

In this paper, we focus on a special use of but in interactions in which those doing the questioning and answering are accountable for producing talk that is relevant to a third party--an overhearing audience. Specifically, we aim to show how participants leverage the contrastive power of &quot;but&quot; in turn-initial position to refocus following a deviation from the main course of action.
Developing a Higher Order Thinking Skills Module for Weak ESL Learners
Author: Singh, Charanjit Kaur Swaran
Date: 2018-00-00
Type: Journal Articles
Subjects: Thinking Skills,English Language Learners,English (Second Language),Learning Modules,Writing Instruction,Qualitative Research,Documentation,Content Analysis,Interviews,Observation,Barriers,Secondary Education,Language Teachers,Instructional Effectiveness,Secondary School Teachers,Foreign Countries,Pretests Posttests,Case Studies

The problem of mastering English does not involve students alone. The English language teachers, policy makers and curriculum developers are also affected. Thus, teachers have resorted to using higher order thinking skills (HOT) as a means to teach writing to weak ESL learners. The study aimed at developing and validating a higher order thinking skills module for teaching writing to weak ESL learners. It employed a qualitative research paradigm using documents analysis, interviews, observations and validation form. It was conducted in two phases. The first phase was completed with needs analysis specifically identifying problems teachers faced in teaching writing using higher order thinking skills in six selected secondary schools. The ADDIE model approach was used by the ESL teachers and experts in HOTs to create the module content. In the second phase, the teachers were observed ten times to investigate the effectiveness of using the HOTs module developed for teaching writing. The findings revealed that the HOTs module served as a guideline for the teachers in applying and integrating thinking skills in the process of teaching writing. These findings were used to guide decisions on implementing the appropriate teaching pedagogy to apply HOTS for teaching writing.
In Pursuit of Conversation Analysis: An Interview with Professor John Heritage
Author: Takahashi, Junko
Date: 2018-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Discourse Analysis,Biographies,Educational Research,Foreign Countries

The authors had the privilege of speaking over dinner with John Heritage, a plenary speaker at the eighth annual Conference of &quot;The Language and Social Interaction Working Group&quot; (LANSI) held at Teachers College, Columbia University. Dr. Heritage is Distinguished Professor of Sociology at the University of California, Los Angeles (UCLA) and one of the key scholars in the discipline of conversation analysis (CA). With this interview, the authors return to where John Heritage started: at the University of Leeds, England, where he was a graduate student focusing on what first made him interested in pursuing CA. They learn about some of the eye-opening events in his life and the past endeavors and accomplishments that helped him reach where he is today.
Enabling Institutional Messaging: TV Journalists&apos; Work with Interviewee Responses
Author: Lo, Carol
Date: 2018-00-00
Type: Journal Articles
Subjects: Journalism,Interviews,News Reporting,Audiences,Specialists,Discourse Analysis,Public Health,Philanthropic Foundations,Health Personnel

In public broadcasting, the primary goal of interviewing an expert is to inform and educate the audience for the benefit of societal interests (Clayman, 2013). Previous work on news interviews has noted that this type of public discourse not only involves the host and the expert, but also an overhearing audience (Clayman &amp; Heritage, 2002; Hutchby, 1995); moreover, the host is positioned as the &quot;tribune&quot; of the people (Clayman, 2002), tasked with the responsibility to maximize the public's understanding of and knowledge about what may concern them. While the audience as the third party in the question-answer sequence in news interviews has received considerable attention in the literature, less is known about how the interviewer works with the health expert's responses to questions in order to facilitate the audience's understanding of health initiatives. In this paper, the authors examine how the interviewer designs a follow-up turn to (1) provide background or supplemental information which contextualizes the interviewee's prior response and to (2) reformulate the expert's explanation from the perspective of the general public, thereby facilitating the audience's understanding of initiatives pertaining to public health.
Doing Being the Moderator: Use of &quot;Respondent Selection&quot; during Webinar Q&amp;As
Author: King, Allie Hope
Date: 2018-00-00
Type: Journal Articles
Subjects: Facilitators (Individuals),Seminars,Internet,Web Based Instruction,Computer Mediated Communication,Discourse Analysis,Audience Response,Interpersonal Communication

During an online webinar, a question and answer (Q&amp;A) segment is a valuable time during which audience members can petition an institution's hosting representatives to clarify, expand upon, or otherwise assist with questions or issues that remain after a presentation has been made. As would be the case in any information-dissemination event, it is presumably important to all parties involved that these questions are handled in a satisfactory manner. In a typical webinar, one representative acts as the moderator, whose role it is to facilitate the interaction during the Q&amp;A. In some ways, the responsibilities of this individual are tied to the technological set-up of the event. The webinars in the present study are audio-only (i.e., video conferencing is not used), and audience members are limited to using a &quot;chat&quot; feature in order to pose questions (i.e., a call-in feature is not used). Within this particular dynamic, the moderator takes on a complex third-party role. On the one hand, she must act as the &quot;voice&quot; of the audience members, reading their written questions aloud for all to hear and serving as an interactional bridge between the other two parties; on the other hand, the moderator is also responsible for ensuring that the interaction runs smoothly and efficiently, and that all questions are addressed in a timely manner. In the hope of shedding light on the interactional role of moderators within this arguably complex dynamic, this study uses conversation analysis (CA) to examine how moderators manage question-answer sequences in audio-only webinars. Drawn from a larger study on moderator practices, this paper will report on &quot;respondent selection,&quot; which is one of several practices that moderators were found to do during Q&amp;A interactions.
Narrating the Visual: Accounting for and Projecting Actions in Webinar Q&amp;As
Author: Yu, Di
Date: 2018-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Seminars,Cues,Nonverbal Communication,Discourse Analysis,Semiotics,Computer Mediated Communication

Visual conduct, including the use of gaze to attend to bodily-visual cues and other semiotic resources in interaction, has long been a topic of interest in ethnomethodology and conversation analysis (EMCA). Past EMCA work has examined visual conduct in face-to-face interaction, shedding light on the use of gaze to secure recipiency, facilitate smooth turn-taking, and create and sustain the local interactional ecology (Goodwin, 2000; Nishizaka, 2000). In technology-mediated interaction, however, participants' lack of access to each other's visual conduct can create fractured ecologies and hinder communication (Heath &amp; Luff, 1993; Luff, Heath, Kuzuoka, Hindmarsh, Yamazaki, &amp; Oyama, 2003). In this paper, the authors explore how participants' asymmetrical visual access shapes one form of technology-mediated interaction: webinar talk. In particular, they examine how webinar moderators use what is visible on their computer screens to manage question-and-answer components during webinar events.
Teachers&apos; Skills and ICT Integration in Technical and Vocational Education and Training TVET: A Case of Khartoum State-Sudan
Author: Ramadan, Abdelmoiz
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Technological Literacy,Teaching Methods,Teaching Skills,Vocational Education,Questionnaires,Secondary School Teachers,Statistical Analysis,Age Differences,Teacher Qualifications,Teacher Education,Foreign Countries,Teaching Experience

Information and communication technology (ICT) elicited rapidly dissemination over the world. For its impact in Sudan, the national government has been energized the institutions to implement ICT in every sector. This study examined the Sudanese teachers' skills and ICT integration in technical and vocational education and training TVET in Khartoum state. The study directed out of two hundred respondents were sampled randomly, questionnaires were distributed, 168 (84%) were properly filled and returned, 130 were males and 38 females from three various bodies of TVET include (technical secondary schools, artisan institutions, and vocational training centres). A One-Way ANOVA and Independent sample t-test on SPSS version 20 for data analysis were adopted. The results revealed that significantly the respondents are same in terms of demographic information and ICTs usage skills. However, there was a significant difference among the respondents' ICT skill due to their ages and qualifications. Consequently, more training needs to be conducted for TVET teachers in basic skills of computer use. Following the international standards, the right decisions we are strongly recommending train/teach pre-service and in-service teachers on ICTs skills based on 21st-century requirement.
Globalization: In Terms of Teachers&apos; Opinion and Metaphorical Perceptions
Author: Çayak, Semih
Date: 2018-00-00
Type: Journal Articles
Subjects: Global Approach,Teacher Attitudes,Phenomenology,Semi Structured Interviews,Figurative Language,Qualitative Research,Information Technology,Internet,Content Analysis,Equal Education,Foreign Countries,Global Education,Educational Attitudes

The purpose of this paper is to investigate teachers' opinion and metaphorical perceptions about globalization. In this paper, phenomenology one of the qualitative research type was used. 61 teachers' metaphorical perceptions about globalization were collected and interviewed with 12 teachers about globalization in education. Teachers' metaphorical perceptions about globalization were determined by a space filled question (globalization is similar to...; because ...). A semi-structured interview form has been prepared by the researchers. The opinions of the teachers can be summarized as teachers associate globalization with technology, especially with the internet. In general teachers mentioned that the effects of globalization in education are positive. Further teachers' metaphorical perceptions about globalization summarized as follows; village, market, whirlpool, family, shopping, teapot, neighborhood, technology. Withal teachers' reasons for analogy of the metaphors about globalization are grouped as; globalization as a unifying of differences concept, globalization as a communication and interaction enhancer concept, globalization as a damaging concept and globalization as an indefinite concept.