ethanporcaro/eric-fulltext-meta huggingface dataset:
Re-Conceptualizing Research Misconceptions: Top Ten Myths Demystified
Author: Al-Maamari, Faisal S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Misconceptions,Correlation,Sampling,Ethics,Teacher Researchers,Action Research,Novices,Reflective Teaching,Data Collection,Research Design,Educational Research,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education

It is generally acknowledged that novice researchers may not be adequately prepared to engage in/with research and that an increasingly widening divide exists between researchers and teachers, and therefore between research and practice. To explore this gap, this paper addresses ten of the most popular misconceptions novice researchers hold in engaging in research about their practice, and offers advice to these researchers towards teacher research engagement. Amongst the issues I describe are the various forms of research, the relationship between research and reflective or exploratory practice, issues pertaining to sampling, methods of data collection, research site access and the juxtaposition between the methodological and ethical issues in research designs. I first chart the top ten misconceptions in four areas: theoretical, methodological, ethical and practical. I illustrate those with numerous examples and situations of teachers as researchers' genuine attempts to research their practice. Throughout, I also offer strategies which could help novice researchers to recognize and overcome those challenges. Because of its treatment of core issues pertaining to research originating from the grassroots and the author's experience as opposed to a literature study/review, the paper should be of primary interest and relevance to young researchers who engage in/with research, and to educators who are tasked with preparing the young teachers of the future.
Charter Schools, Parent Choice, and Segregation: A Longitudinal Study of the Growth of Charters and Changing Enrollment Patterns in Five School Districts over 26 Years
Author: Archbald, Doug
Date: 2017-02-19
Type: Journal Articles
Subjects: Charter Schools,School Choice,Parent Participation,School Segregation,Racial Segregation,School Desegregation,Longitudinal Studies,Enrollment Trends,School Districts,Educational Change,Educational Policy,Demography,Census Figures,Correlation,Statistical Analysis

In 1975, a court-ordered busing program was launched to desegregate the schools of New Castle County, Delaware. It was by many accounts one of the most significant and successful desegregation programs in the nation (Armor &amp; Rossell, 2002; Orfield, 2014; Raffel, 1980). In 1995, the districts of the county were declared &quot;unitary&quot; and the court order was lifted. Shortly thereafter, new policies were enacted allowing school choice, charter schools, and neighborhood attendance zoning. This study draws on primary and secondary data, including geographic, census, and enrollment data, and provides an account of the policy changes and a 26-year longitudinal analysis of changing enrollment trends and patterns. Segregation by race and income among schools accelerated after the policy changes. While the policy changes created greater segregation, enrollment trends varied by district and over time; segregation growth was moderate in two of the districts, small in the others. Our study illuminates the complexity of explaining segregation patterns and disentangling the contributing role of choice, charters, attendance zones, and residential demographics in explaining segregation patterns in school systems.
Storying Teacher Education Policy: Critical Counternarratives of Curricular, Pedagogical, and Activist Responses to State-Mandated Teacher Performance Assessments
Author: Henning, Nick
Date: 2018-03-05
Type: Journal Articles
Subjects: Educational Policy,Educational Practices,Teacher Evaluation,Performance Based Assessment,Teacher Educators,College Faculty,High Stakes Tests,Standards,Professional Autonomy,Teacher Attitudes,Teacher Collaboration,State Legislation,Teacher Education Programs,Activism,Policy Formation,Social Justice,Personal Narratives,Neoliberalism

The rise of high-stakes, standardized, teacher performance assessments (TPAs) is central to the industry being created out of the regulation, policing, and evaluation of university-based teacher education In addition to reinforcing a narrow and counter-critical framework, TPAs can shift responsibility for the evaluation of teacher candidates from university-based teacher educators with a comprehensive and nuanced fluency in candidates' preparedness to external scorers trained to standardize and depersonalize effective practice. In this article, four social justice-oriented teacher educators from three different states examine the practical and political effects of TPAs in their local contexts. By analyzing the curricular, pedagogical, and political implications of this high-stakes standardization of their field, they speak back to a policy landscape that too often marginalizes the voices of the teachers and students it purports to serve. Throughout, they examine the dilemmas of practice created by TPAs, as teachers and teacher educators seek to redefine what it means to enact justice-oriented professional agency in an increasingly regulated context. A critical counternarrative methodological approach was used to collect and process the authors' lived stories and then to collaboratively reflect upon each other's personal/professional experiences with TPAs. Several strategies are identified for enacting agency in response to TPAs, including curricular acts of resistance, resistance through participation in state legislative processes, policymaking within teacher education programs, the production of activist scholarship, and refusal to participate at all. Ways are suggested for teacher educators to minimize, mitigate, and resist unjust policy through curricular, political, and scholarly activism.
Inquiry at the Heart of Teacher Preparation
Author: Yeigh, Maika J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Inquiry,Action Research,Conferences (Gatherings),Student Projects,Student Research,Graduate Students,Preservice Teacher Education,Preservice Teachers

This essay describes the action research projects and culminating conference for a Graduate Teacher Education Program. Teacher candidates conduct year-long research projects with the dual-goal of building a reflective inquiry stance and improving instructional practice.
The Layers of Collequitable Learning: Learning Inquiry While Learning to Teach
Author: Heath, Mark R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Inquiry,Teacher Education,Teacher Education Programs,Teacher Student Relationship,Cooperative Learning,Group Dynamics,Prior Learning,Research Methodology,Data Collection,College School Cooperation,Partnerships in Education,Secondary School Teachers,College Faculty,Scaffolding (Teaching Technique),Fellowships,Masters Programs

This article is co-written by a high school teacher and a faculty member from a university-based teacher education program. The high school teacher is a graduate of the university's master's degree program, and this article is a reflection of the inquiry he engaged in while he was simultaneously a student and teaching fellow. By asking questions, engaging with literature, implementing new pedagogical strategies, and collecting and analyzing data with the support of faculty and his cohort of teacher education students, this teacher began to see the ways in which inquiry and teaching are inseparable. Specifically, through the inquiry process, he developed a deeper understanding of collaborative and equitable learning (which he came to call &quot;collequitable learning&quot;) and as he continued to develop his inquiry stance over the course of his first few years of teaching, he began to see deeper connections between his own collaborative learning and that of his students.
Voices from Student Teachers in New York: The Persistence of a Subtractive Experience of the edTPA as a Licensure Exam for Initial Certification
Author: Clayton, Christine D.
Date: 2018-03-05
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Teacher Certification,Schools of Education,Program Implementation,Licensing Examinations (Professions),Student Surveys,Interviews,Accountability,Constructivism (Learning),Alignment (Education),Performance Based Assessment,Mixed Methods Research,Cooperating Teachers,Mentors,Case Studies

This article explores how candidates' experiences in multiple initial certification programs within a single School of Education evolved over the first three semesters of New York's implementation of edTPA as a requirement for initial licensure. The data reviewed included primarily surveys and interviews of teaching candidates, framed by critical perspectives on accountability, teacher performativity, and constructivist theories on learning to teach. Results suggest candidates' perceptions of program alignment and edTPA benefits improved while several challenges persisted. These included the lack of mentor teacher knowledge about the edTPA as well as disconnects between candidates' edTPA scores and local program evaluations. Additionally, student teachers' perceptions of a subtractive experience of the edTPA continued in spite of improved perceptions about the benefits of the exam and across all scoring levels, programs, and semesters. A discussion of these results considers the implication of policies that reify quality, compel performance management, and contribute to values conflict for candidates in the particularly unique developmental moment of learning to teach. These voices of student teachers, often underrepresented in the research on edTPA, urge a reconsideration of the policy on teacher performance assessments in terms of how such policies impact the experiences of those learning to teach.
Action Research for Improving the Effectiveness of Technology Integration in Preservice Teacher Education
Author: Kuo, Nai-Cheng
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Preservice Teacher Education,Action Research,Pedagogical Content Knowledge,Technological Literacy,Higher Education,Preservice Teachers,Blended Learning,Web Based Instruction,Learning Modules,Literacy Education,Disabilities,Student Diversity,Class Activities,Learning Activities,Mixed Methods Research,Program Effectiveness,Knowledge Level,Special Education

This study aims at exploring how the Technological Pedagogical and Content Knowledge (TPACK) framework can be used to improve the effectiveness of integrating IDEA '04 and Research for Inclusive Settings (IRIS) modules in preservice teacher education. The purposes of this study were to maximize the potential of TPACK at the college and university level and to improve the quality of technology integration in teacher education. The results indicate that the use of TPACK in teacher education can offer teacher educators a way to enhance technology integration and to help preservice teachers build a more solid foundation of knowledge and practices.
School Libraries Addressing the Needs of ELL Students: Enhancing Language Acquisition, Confidence, and Cultural Fluency in ELL Students by Developing a Targeted Collection and Enriching Your Makerspace
Author: Murphy, Peggy Henderson
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,English Language Learners,Librarians,Second Language Learning,Surveys,Library Materials,Library Services,Foreign Language Books,Cartoons,Novels,High Interest Low Vocabulary Books

English Language Learner (ELL) students are sometimes a small constituency. Many resources already in the library can be used to enhance their language acquisition, confidence, and cultural fluency--resources such as graphic novels, hi-lo books, and makerspace materials. This article discusses enhancing language acquisition, confidence, and cultural fluency in ELL students by developing a targeted collection and enriching the Makerspace.
Book Clubs: Conversations Inspiring Community
Author: Petrich, Nathaniel R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Books,Clubs,Grade 5,Elementary School Students,Journal Writing,Social Development,Emotional Development,Peer Relationship,Reading Habits,Interpersonal Communication,Student Participation,Communities of Practice,Student Attitudes,Accountability,Group Discussion,Qualitative Research

There are many motivators for students in their learning experiences, yet few compare to the desire to build relationships. Through book clubs, students had opportunities to strengthen their learning and strengthen their relationships. The purpose of this qualitative research project was to describe the impact of voluntary book clubs on 5th grade voluntary participants. Data was triangulated from the teacher from informal conversations throughout each week, monthly conferences between the teacher and book club members, and the teacher's journal. The findings included: (1) informal conversations within the classroom aesthetically motivated students to join book clubs; (2) book clubs were sustained through a deepened analysis and understanding; (3) the social-emotional learning encouraged students to be engaged in their reading and engaged in their peers' lives; and (4) through the celebrations and struggles within their conversations, students were inspired to be self-motivated in their individual thinking within communities of diverse perspectives. Limitations included the complexity and flexibility required to schedule a consistent time each week for all students in the book clubs to meet, the length of the study, and number of participants. Further research could explore different types and structures of book clubs.
Initial Efforts to Coordinate Appreciative Inquiry: Facilitators&apos; Experiences and Perceptions
Author: Breslow, Ken
Date: 2015-00-00
Type: Journal Articles
Subjects: Inquiry,Doctoral Programs,Graduate Students,Facilitators (Individuals),Action Research,Seminars,Student Attitudes,Student Experience,Cooperative Learning,Interviews,Case Studies,Response to Intervention

Appreciative inquiry (AI) is an alternative approach to action research that moves participants beyond problem solving and builds on existing strengths as the participants co-construct a positive vision of the future and move toward that vision through collaborative inquiry. Ph.D. students enrolled in a doctoral seminar on AI (who also are co-authors of the article) facilitated three separate AI projects. This article describes the AI projects, carried out at the school, district, and university levels, and identifies doctoral students' experiences and perceptions as first-time facilitators of AI. The authors also make recommendations to others considering or initiating AI in educational settings.
Librarians Lead the Growth of Information Literacy and Global Digital Citizens
Author: Crockett, Lee Watanabe
Date: 2018-00-00
Type: Journal Articles
Subjects: Librarians,Role,Educational Technology,Technology Uses in Education,Information Literacy,Questioning Techniques,School Libraries,Global Approach,Citizenship

Librarians are leaders in growing global digital citizens. The libraries of the future are more than just housing centers for books and media. They are invigorating meeting places and communities where truly meaningful learning and discovery take place. As technology has transformed reading and learning, it has also transformed the vision of the library in both structure and function. Librarians have always been needed as guides and providers to assist in learning and discovery. Librarians in the information age play a critical role in access to and application of knowledge. This article presents how librarians have lead the growth of information literacy and global digital citizens in the past and will continue to into the future.
The Intersections of Selves and Policies: A Poetic Inquiry into the Hydra of Teacher Education
Author: Cross, Stephanie Behm
Date: 2018-03-05
Type: Journal Articles
Subjects: Educational Policy,Teacher Educators,Preservice Teacher Education,Educational Change,Neoliberalism,Educational Theories,Resistance (Psychology),Art,Research Methodology,Poetry

This article explores the intersection of selves and policies for teacher educators in an era of teacher education reform. Borne out of a promise to one another to write about our experiences navigating increasingly complex market-driven, neoliberal attacks on our work and world, we collected data across several years that documented our attempt to break our silence (Lorde, 1977) and explore how we, as teacher educators, &quot;make sense of neoliberal reforms and policies in teacher preparation.&quot; We draw specifically on Dunn's theory of the Hydra of Teacher Education (2016), alongside literature on reforms and policies in teacher preparation and teacher educators' forms of resistance to frame our work, and utilize arts-based poetic inquiry methodology (Prendergast, 2009; Rath, 2001) to explore the real, everyday implications of educational policy in our lives and in our careers. The poems we created as a &quot;performative act&quot; (Prendergast, 2009, p. xxiii) revealed that our experiences seemed to follow a cycle from hopelessness, to silence, to acquiescence, to collective resistance. We look carefully at this last portion of the cycle in our work, wondering &quot;how, if at all, teacher educators can resist the neoliberalization of teacher preparation.&quot; We conclude with implications for research, policy, and the practice of teacher education as we write to understand, write to resist, and write to survive.
School Librarian as Inquisitor of Practice: Reimagine, Reflect, and React with the New Standards
Author: Burns, Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Administration,National Standards,Professional Development,Reflection,Educational Change,Program Implementation,Self Evaluation (Individuals)

The modern school library is a complex social setting &quot;grounded in standards and best practice&quot; (AASL 2018). The new &quot;National School Library Standards&quot; have refreshed the student learning standards and aligned new Shared Foundations to the school library. Additionally, the competencies for learners are now complemented by competencies of effective school librarians. To be effective, school librarians must be aware of classroom pedagogy and possess a thoughtful disposition about their practice. Professional competence challenges school librarians to continuously monitor and self-assess while being receptive to professional growth. Ideally, school librarians are self-reflective. This reflective stance toward practice allows librarians to model the self-reflection process for learners and impact practice for greater student improvement. This articles presents how school librarians reimagine, reflect, and react with the new standards.
&quot;Please Stop Whipping Me&quot;: Writing about Race and Racism in an Early Childhood Social Studies Classroom
Author: Husband, Terry
Date: 2015-00-00
Type: Journal Articles
Subjects: Critical Literacy,Social Studies,Race,Racial Bias,African American History,United States History,Grade 1,Elementary School Students,Urban Schools,Video Technology,Observation,Journal Writing,Writing Assignments,Student Attitudes,Action Research,Teacher Attitudes,Curriculum,Responses,Psychological Patterns,Slavery

The purpose of this critical action research study is to examine how critical literacy, when used in the social studies classroom, can open up spaces where children construct, deconstruct, and reconstruct superficial notions of race and racism in an early childhood classroom. A nine lesson unit on African American history was developed and implemented in an urban 1st grade classroom. Data collection involved video observations, teacher research journal entries, and student writing samples. Findings indicate that students developed three kinds of written responses: (1) repressive, (2) resistant, and (3) retaliatory. Implications for practice are discussed.
The University Supervisor, edTPA, and the New Making of the Teacher
Author: Donovan, Martha K.
Date: 2018-03-05
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Evaluation,Educational Policy,Teacher Certification,Neoliberalism,Student Teaching,Teacher Student Relationship,Self Evaluation (Individuals),Student Teachers,Student Teacher Supervisors,Accountability,Teacher Role,Interviews,Hermeneutics

As university supervisors at a large, urban university in the southern US, we examined the ways that the Education Teacher Performance Assessment (edTPA) shaped the pedagogic relationships and decision-making processes of our students and ourselves during the spring of 2016. We situated this study of edTPA within the framework of critical policy scholarship (Grace, 1984, cited in Lipman, 2010) by reviewing the role of tests in licensing teachers in the context of the perpetual reform of U.S. education. We drew upon Biesta's (2009) notion that neoliberal accountability trades democratic relationships for consumer relationships and Attick and Boyles' (2016) argument that edTPA resituated student teaching as a marketplace activity. Applying self-study methodology (Samaras &amp; Freese, 2009), we documented our experiences of supervising preservice teachers as they underwent the edTPA submission process. We found the assessment strongly controlled our relationships with our candidates. As supervisors, we became part of our candidates' transaction towards certification. Likewise, our candidates viewed us as arbitrators who could help them align themselves and their work to edTPA's specifications. Nevertheless we found moments that superceded the control of edTPA. We conclude with recommendations that teacher education programs attend closely to their social justice missions and develop new critical pedagogies in the face of the pressure of edTPA.
Fulfilling Our Educative Mission: A Response to edTPA Critique
Author: Whittaker, Andrea
Date: 2018-03-05
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Evaluation,Preservice Teacher Education,High Stakes Tests,Teacher Education Curriculum,Test Validity,Program Improvement,Program Implementation

Stanford Center for Assessment, Learning, and Equity (SCALE) provides a commentary on the manuscripts in this special issue, responding to criticisms of edTPA as an assessment that narrows the curriculum, heavily relies on students' academic writing skills, and creates additional burdens for teacher candidates. The commentary highlights how edTPA is intended to strengthen teacher candidates' teaching and provides suggestions for educative implementation that could improve teacher education programs.