ethanporcaro/eric-fulltext-meta huggingface dataset:
Reifying the Ontology of Individualism at the Expense of Democracy: An Examination of University Supervisors' Written Feedback to Student Teachers
Author: Ritter, Jason K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Teachers,Democracy,Citizenship Education,Values,Social Studies,Teaching Methods,Teacher Student Relationship,Democratic Values,Student Teacher Supervisors,Social Values,Cultural Influences,Whites,Cooperation,Power Structure

Despite persistent questions about the nature and purpose of social studies education in the United States, there exists general agreement that social studies should be about democratic citizenship. But much depends on how individuals view democracy, and the extent to which they think it has been, or could be, realized through education. This dimension of social studies education, and, indeed, of education in general, poses unique challenges to those involved in teacher preparation. This study considers some of these challenges as they relate to one relatively unexamined area of teacher education practice--the written feedback provided to student teachers by their university supervisors. While the authors recognized some of the limitations of the locus for their study, they also believed that using a Deweyan perspective to examine their feedback would not only shed useful light on social studies education for democratic citizenship but could also "be extended profitably to every subject in the curriculum". In this article, the authors first provide a brief overview of the conceptions of democratic citizenship education germane to social studies in the U.S. context. Then, they discuss the role of cultural values in influencing educational aims. Next, they detail the objectives of the study and the methods used to analyze the data. Finally, they conclude by presenting their findings and discussing their implications for current practice and future research endeavors in social studies education.
Teaching How to Discriminate: Globalization, Prejudice, and Textbooks
Author: Lee, Incho
Date: 2011-00-00
Type: Journal Articles
Subjects: Textbooks,Phonology,Syntax,Global Approach,Ideology,Instructional Materials,Foreign Countries,Teacher Educators,English (Second Language),Second Language Learning,Second Language Instruction,Social Influences,Political Influences,Public Policy,Content Analysis,Role,Preservice Teachers,Social Attitudes

Language education is a complex social practice that reaches beyond teaching and learning phonology, morphology, and syntax. Language is not neutral; it conveys ideas, cultures, and ideologies embedded in and related to the language, so that language education needs to be examined not only on the purely linguistic level, but also on the broader social and political level. One of the social and political factors that influence language education is governmental policy. Language education is often subject to explicit policy decisions made by governmental bodies. This study seeks to unveil the influence of South Korea's globalization policy on the content of government-approved South Korean high school EFL (English as a Foreign Language) textbooks. The author examines the ways in which globalization is reflected and promoted in the textbooks. In doing so, the author investigates popular social perceptions about globalization in South Korea and interprets textbook contents within unique South Korean social and historical contexts. Then the implications of this study are discussed with respect to the role that all teacher educators need to play in encouraging pre-service teachers to examine instructional materials through a critical lens. (Contains 2 tables.)
Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature
Author: Brown-Jeffy, Shelly
Date: 2011-00-00
Type: Journal Articles
Subjects: Multicultural Education,Culturally Relevant Education,Cultural Pluralism,Minority Groups,Teaching Methods,Student Diversity,Teacher Attitudes,Inclusion,Literature Reviews,Educational Quality,Teacher Student Relationship,Developmentally Appropriate Practices,Holistic Approach,Ethnicity,Identification (Psychology)

The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority group students in public schools. Scholars have pondered over strategies to assist teachers in teaching about diversity (multiculturalism, racism, etc.) as well as interacting with the diversity found within their classrooms in order to ameliorate the effects of cultural discontinuity. One area that has developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP maintains that teachers need to be non-judgmental and inclusive of the cultural backgrounds of their students in order to be effective facilitators of learning in the classroom. The plethora of literature on CRP, however, has not been presented as a testable theoretical model nor has it been systematically viewed through the lens of critical race theory (CRT). By examining the evolution of CRP among some of the leading scholars, the authors broaden this work through a CRT infusion which includes race and indeed racism as normal parts of American society that have been integrated into the educational system and the systematic aspects of school relationships. Their purpose is to infuse the tenets of CRT into an overview of the literature that supports a conceptual framework for understanding and studying culturally relevant pedagogy. They present a conceptual framework of culturally relevant pedagogy that is grounded in over a quarter of a century of research scholarship. By synthesizing the literature into the five areas and infusing it with the tenets of CRT, the authors have developed a collection of principles that represents culturally relevant pedagogy. (Contains 1 figure and 1 note.)
Participant Structures as Professional Learning Tasks and the Development of Pedagogical Language Knowledge among Preservice Teachers
Author: Galguera, Tomas
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Discourse,Preservice Teachers,Metalinguistics,Academic Achievement,Second Language Learning,Pedagogical Content Knowledge,Teacher Educators,Teaching Methods,English (Second Language),Language Usage,Spanish

English-Language Learners (ELLs, English-Learners, ELs) are a particularly challenging sector of the student population in United States schools. They constitute an increasingly larger presence in most school districts, growing 51 percent in ten years to 5.1 million in 2006. Despite becoming more common, schools have yet to figure out ways to meet the needs of these students, who continue to lag behind in most academic achievement measures. Although "English-Language-Learner" is an important demographic category, the designation is problematic as a reference point for teaching practice among teachers and teacher educators. In this article the author argues for a shift in the definition of teaching practice for teachers and teacher educators away from "English learners" toward "language use for academic purposes" as a perspective from which to examine their practice. This self-study is an instance of a teacher educator interested in experiential, hands-on pedagogy to foster critical language awareness among preservice teachers. The author begins by proposing a re-conceptualization of teaching and teacher preparation in terms of learning outcomes, not student types. He argues that "English-Language-Learners" is (a) both too broad and not inclusive enough, (b) likely to elicit views of students as deficient, (c) not conducive to "one-size-fits-all" approaches (Reyes, 1992), and (d) lacking a widely-accepted theory or model to explain the relationship between teaching and learning. He then analyzes his students' developing awareness of academic language after completing two PLTs, one in English, the other in Spanish. After discussing findings, the author closes with conclusions and recommendations regarding academic language use as another form of pedagogical content knowledge. (Contains 1 table and 3 notes.)
A Situative Perspective on Developing Writing Pedagogy in a Teacher Professional Learning Community
Author: Pella, Shannon
Date: 2011-00-00
Type: Journal Articles
Subjects: Prior Learning,Faculty Development,Professional Development,Language Arts,Middle School Teachers,Models,Writing Instruction,Academic Achievement,Self Efficacy,Teaching (Occupation),Communities of Practice

The bulk of current research on teacher professional development is focused on teacher learning in the context of teacher professional learning communities (PLCs). In teacher PLCs, groups of teachers meet regularly to increase their own learning and the learning of their students. Teacher PLCs offer a learning model in which, "new ideas and strategies emerge, take root, and develop, and where competence can be truly cultivated and nurtured." Research on teacher professional development has recognized the nature of situated learning in the context of teacher PLCs. Situative perspectives of teacher learning can provide a multi-focal research lens, affording the study of multiple units of analysis: the individuals, the community context, and the social interactions of teachers as they develop knowledge for teaching. In this study, the author focused on the situated nature of teacher learning in a PLC that was based on the lesson study model for teacher professional development. Her primary units of analysis were the engagements of four middle school language arts teachers as they participated in a lesson study focused on teaching and learning writing. This study addressed the following research questions: What is the nature of participants' situated engagements in their collaborative inquiry about teaching and learning writing? How did these engagements contribute to transformations in teacher perspectives and pedagogy? The author's findings are discussed in the following themes, which emerged from the data: (a) Participants synthesized their own and each others' prior knowledge, experiences, and resources from diverse theoretical frameworks in teaching and learning writing; and (b) As they negotiated theoretical tensions in teaching and learning writing, participants experienced transformations in their perspectives and pedagogy.
Imagining the Knowledge, Strengths, and Skills of a Latina Prospective Teacher
Author: Gomez, Mary Louise
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Shortage,Hispanic American Students,Dropout Rate,Low Achievement,Achievement Gap,Teacher Recruitment,Preservice Teacher Education,Teacher Education Programs,Teacher Educators,Family School Relationship,Politics of Education,Interpersonal Relationship,Student Teacher Evaluation,Context Effect

Today in the United States, there is a shortage of teachers who culturally and linguistically match the increasing United States school-age population of Latinos/as. Latino/a youth are not faring well academically in U.S. schools. One widely discussed remedy for the low achievement and high dropout rate of Latino/a students is developing a larger pool of Latino/a teachers with whom students can affiliate. In addition to increasing the number of Latino/a prospective teachers, the authors advocate for institutions that prepare teachers to focus on the strengths, knowledge, and skills that Latino/a teacher candidates bring to teacher education and work to improve their experiences on campus and in their course work. This article presents a case study which is embedded within a larger study that aims to understand how Latino/a prospective teachers experience success in their teacher education program, and how they draw upon linguistic and cultural resources in the crafting of professional identities and practices. The authors first present a review of literature that is divided into three thematic parts: (1) making family-school connections; (2) orientations towards political consciousness; and (3) developing personal relationships. These are prominent themes they see as grounding the literature on Latino/a practicing and prospective teachers and paraprofessionals. They then present a snapshot of how one Latina understands her own knowledge, strengths, and skills as a teacher, and contrast that with how several White teacher educators understood these dimensions of her identity. In doing so, they hope to uncover some encouragements and barriers to educating more Latino/a teachers in predominantly white teacher education programs.
Reflections from an International Immersion Trip: New Possibilities to Institutionalize Curriculum
Author: Rodriguez, Encarna
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Undergraduate Study,Teacher Education Programs,Educational Change,Foreign Countries,Higher Education,Bilingual Education,Multicultural Education,Global Approach,Global Education,Immersion Programs

One of the main challenges confronted by higher education in the 21st century is to internationalize its programs and to make students more globally competent. This challenge is not new, but it has become increasingly complex. Gutek (1993) explains how the efforts to internationalize the university in the United States became particularly important in the second part of the 20th century. The purpose of this article is to further support the need to internationalize the undergraduate curriculum in teacher education programs by explaining some of the curricular issues identified in an education course with a study tour component to Bolivia. As many other courses involving an immersion experience, this class was developed as an effort to bring an international perspective to our program by providing preservice teachers with more opportunities to experience realities outside their own. Organized mainly around visits to schools in Bolivia, students' evaluations and comments indicated that this course has contributed, in very significant ways, to their understanding of the world, of themselves, and of teaching. Based on these experiences and reflections, this article identifies some of the issues that could help educators to rethink the curriculum in their teacher education programs to aid their students in the development of a stronger sensitivity and knowledge toward global and local realities. Aware that only a very limited number of students have access to immersion trips abroad, the author argues that courses that include these experiential international components offer a unique perspective from which to rethink their curriculum and its value in preparing globally competent teachers.
Higher Education Distance Learning in Portugal--State of the Art and Current Policy Issues
Author: Hasan, Abrar
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Distance Education,Foreign Countries,Universities,Teaching Methods,Educational Finance,Educational Quality,Educational Policy,Access to Education,Educational Attitudes,Educational Trends,Trend Analysis

The paper is based on a recent report given to the Portuguese Ministry of Science, Technology and Higher Education on &quot;Reforming Higher Education Distance Learning in Portugal&quot; (Hasan et. al. 2009). The report was grounded on on-site visits of leading Portuguese Universities, Polytechnics and Business Schools as well as on written statements of the institutions visited. Additional material has been provided by the Ministry of Education. The article tries to give an appraisal of the actual state of the art of university level distance education in Portugal covering issues such as spread of distance learning so far, attitudes towards distance learning, pedagogical models, access, funding and quality issues. On the basis of this analysis some policy recommendations are formulated by the authors. (Contains 2 figures.)
Attitudes of Face-to-Face and E-Learning Instructors toward &quot;Active Learning&quot;
Author: Pundak, David
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Active Learning,Thinking Skills,Teaching Methods,Computer Uses in Education,College Faculty,Technology Integration,Questionnaires,Teacher Attitudes,Attitude Measures,Foreign Countries,Comparative Analysis,Cross Cultural Studies,Conventional Instruction,Concept Formation,Class Size,Student Participation,Independent Study,Teacher Role,Knowledge Level

Instruction in higher education has developed significantly over the past two decades, influenced by two trends: promotion of active learning methods and integration of web technology in e-Learning. Many studies found that active teaching improves students' success, involvement and thinking skills. Nevertheless, internationally, most instructors maintain traditional teaching methods. A research tool--Active Instruction Tendency--(AIT) questionnaire developed on the basis of &quot;active instructors&quot; experience exposed the transitions they had undergone. Following a review of the literature and examination of &quot;active instructors&quot; attitudes, six key areas that may characterize the lecturer's tendency to adopt active learning were identified. Using the AIT questionnaire, we examined attitudes concerning active learning of 135 instructors in three Israeli higher education institutions and 56 European distance and e-learning instructors. Their attitudes were compared with the attitudes of &quot;active instructors&quot; who, for the past five years, have taught in active learning environments. In all six identified instruction areas, significant differences were found between attitudes of &quot;active instructors&quot; and other instructors. Identification of these differences expands the theoretical knowledge corpus concerning instructors' attitudes toward active learning, presenting a new tool to characterize these attitudes. (Contains 4 tables and 4 footnotes.)
Communication between Tutors--Students in DL: A Case Study of the Hellenic Open University
Author: Panagiotis, Anastasiades
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Open Universities,Distance Education,Tutors,Educational Technology,Computer Uses in Education,Surveys,College Students,College Faculty,Computer Mediated Communication,Student Attitudes,Teacher Attitudes,Teacher Student Relationship

Two-way communication between students and tutors is one of the two key factors contributing to the success of a Distance Learning programme, the other being the complete and well-designed educational package. Both elements are essential to guide students' learning. By means of this communication the tutor can facilitate the interaction of students with the learning material, ensure their active involvement and motivate their interest in deeper understanding. Thus, communication is a significant contributor to students' learning. In addition, effective communication can act as support for the student through clear and adequate feedback, which informs the students of their progress and provides vital encouragement. In this paper we present the survey which was administered to students and tutors of the course module EDU65 (Open and Distance Education) of the Hellenic Open University. The objective of the survey was to study their views on the frequency, subject and ways of communication between students and tutors as well as review their perceptions on the contribution of this communication to the successful course and completion of studies. Through their answers we try to determine the elements of effective communication between tutor and student and compose the profile of the successful tutor according to the students' stance. (Contains 9 tables and 1 figure.)
Essential, Desirable or Optional? Making Distance E-Learning Courses Available to Those without Internet Access
Author: Hancock, Val
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Open Universities,Action Research,Distance Education,Correctional Institutions,Appropriate Technology,Internet,Access to Computers,Computer Uses in Education,Institutionalized Persons,Criminals,Educational Technology,Foreign Countries

The Open University, an open distance learning institution, is increasingly using a Virtual Learning Environment (VLE) that requires internet access. This paper investigates how the move to a VLE has affected one group of students who do not have internet access--offender learners studying in prison. Members of the armed forces and secure hospital patients also have restricted access to the internet. E-learning practitioners design courses on the assumption that students will have easy internet access and other appropriate technology. This is not always the case. This paper reports on an action research project that identified alternative approaches to learning activities that required internet access. Project initiatives enabled six offender learners to complete a course that had previously been classified as unsuitable for study in prison. The use of alternative approaches opens up the possibility of distance learning for students who would otherwise be excluded from distance e-learning courses. The author proposes an EDO framework, classifying activities as &quot;Essential&quot;, &quot;Desirable&quot; or &quot;Optional&quot;. The framework highlights activities needing alternative approaches if a student is to complete the course successfully. By applying the framework, practitioners can design and deliver a course that utilises technology appropriate to the student's environment. (Contains 1 figure.)
"Welcome to America, Now Speak English": Preservice Teachers' Discourses Focus on Native Russian-Speaking Students
Author: Bunten, Bridget A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Second Language Learning,English (Second Language),Russian,Native Speakers,Interviews,Literacy,Oral Language,Language Proficiency,Charter Schools,Elementary School Students,Teaching Experience,Student Attitudes,Student Needs,Reflective Teaching,Consciousness Raising,Interpersonal Relationship

In this article, the author investigates the experience of six preservice teachers who volunteered to work with English language learners (ELLs). For this project, the preservice teachers would meet with their students to conduct one-on-one interviews about their reading and writing, hold conferences with them, and share their own writing as well. The author investigates these questions: (1) How did preservice teachers describe their experience of working directly with an ELL?; (2) To what extent did a direct experience with an ELL affect preservice teachers' thinking?; and (3) What can the preservice teachers' discussion contribute to the understanding of how students are influenced by discourses and what that influence means? Answering these questions will offer insight into the evolving perspectives of preservice teachers and how they negotiate the challenges of addressing the needs of ELLs.