ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Like a Newborn Baby&quot;: Using Journals to Record Changing Identities beyond the Classroom
Author: Andrew, Martin
Date: 2011-00-00
Type: Journal Articles
Subjects: Socialization,Diaries,Foreign Countries,Immigrants,Study Abroad,English (Second Language),Second Language Learning,Self Concept,Foreign Students,Qualitative Research,Refugees,Intervention,Cultural Awareness,Journal Writing,College Students

The purpose of this article is to describe the sociocultural learning of 40 second-year students in a Bachelor of Arts in English-as-an-additional-language (EAL) program in Auckland, New Zealand. These learners participated in a teaching and learning intervention involving journalized community placement. The study illustrates how reflective journals can be used as a vibrant teaching, learning, and assessment tool, enabling students to make connections with the culture of their host country, to reflect on their experiences of language socialization, and to become aware of their own investments. Students from the four categories of EAL learner (immigrants, international students, study-abroad students, and refugees) participated in a real-world community/workplace writing reflective diaries recording their observations and interactions. Qualitative analysis using discourse positioning reveals students describing themselves in relation to themes of changing perceptions of English abilities, changing identities relative to the host culture, and participation as socialization. The article concludes that writing reflective journals helps learners to evaluate how far they have come as learners and citizens and to find spaces for the enhancement of human possibility (Norton, 2000). The practical pedagogical implication of the study is that combined with journaling, community placements contribute to a positive, future-focused &quot;pedagogy for authentic being&quot; (Barnett, 2004).
An International Graduate Student's ESL Learning Experience beyond the Classroom
Author: Liu, Lu
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Social Life,Quality of Life,Foreign Countries,Learning Experience,English (Second Language),Second Language Learning,Role,Acculturation,Language Proficiency,Sociocultural Patterns,Linguistic Theory,Asians

International graduate students are coming in ever-growing numbers to English-speaking countries. Educators have long believed that the successful English-learning experience of these students in their home countries will naturally lead to success in their academic studies and social life abroad. However, this may be not true. Using my English-learning experiences as a basis for research, in this article I explore the role of target-language improvement in adaptation to new environments. Based on a supportive sociocultural theory of second-language acquisition, the article provides recommendations for assisting international graduate students, especially those from East Asia, to enhance their academic performance and quality of life in Canada.
Actualizing Reader-Response Theory on L2 Teacher Training Programs
Author: Harfitt, Gary
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Foreign Countries,Poetry,Teaching Methods,English (Second Language),Reader Response,Second Language Learning,Language Teachers,Teacher Attitudes,Second Language Instruction

In this article we share our experiences of using poems in teacher-training courses where the students are predominantly second-language learners. We describe how we tried to help learners engage with a creative text through its language and meaning. We share our experiences of helping to facilitate the open expression of opinions and feelings in L2 teachers (both inservice and preservice) on creative texts, specifically the poem &quot;My Papa's Waltz&quot; by Theodore Roethke. The use of this poem and others like it in teacher education courses in three of Hong Kong's tertiary institutions has produced consistently impressive outcomes in terms of teachers' responses to poetry in general. We aim to illustrate a teaching strategy that emphasizes the reader as expert and to show how this process leads EFL/ESL teachers as well as English-language learners (ELLs) to experience more lived, esthetic responses as part of their coursework.
The Myth of FANBOYS: Coordination, Commas, and College Composition Classes
Author: Reynolds, Brett
Date: 2011-00-00
Type: Journal Articles
Subjects: Form Classes (Languages),English,Syntax,Instructional Materials,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Writing Instruction,Punctuation,Grammar,Writing (Composition),Connected Discourse

The claim that the words "for," "and," "nor," "but," "or," "yet," and "so" (FANBOYS) constitute a complete list of English coordinating conjunctions is examined though syntactic analysis and found wanting. This analysis is presented as an illustration of the need for teachers constantly to question the choice of material that we present to our students and our reasons for presenting it. (Contains 10 notes.)
Keeping up the Conversation on Culture: A Response to Robert Courchene and Others
Author: Walsh-Marr, Jennifer
Date: 2011-00-00
Type: Journal Articles
Subjects: Ambiguity (Context),Educational Philosophy,Foreign Countries,English (Second Language),Cultural Awareness,Teaching Methods,Second Language Learning,Teacher Education,Second Language Instruction,English for Academic Purposes,English for Special Purposes

Robert Courchene's 1996 article entitled &quot;Teaching Canadian Culture: Teacher Preparation&quot; sparked a conversation in the pages of the &quot;TESL Canada Journal&quot; that continues today. From advocating the teaching of significant historical events and icons to encouraging second-language learners to embrace cultural ambiguity, there is a wide spectrum of philosophies and approaches for English-as-an-Additional-Language (EAL) professionals to consider. This article attempts to summarize the discussion so far, to contextualize it in research frameworks, and to build on practical suggestions for teachers charged with teaching culture to their students.
Computer Language Settings and Canadian Spellings
Author: Shuttleworth, Roger
Date: 2011-00-00
Type: Journal Articles
Subjects: Computers,Foreign Countries,North American English,Spelling,Computer Software,College Students,Language Variation,Editing,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes

The language settings used on personal computers interact with the spell-checker in Microsoft Word, which directly affects the flagging of spellings that are deemed incorrect. This study examined the language settings of personal computers owned by a group of Canadian university students. Of 21 computers examined, only eight had their Windows &quot;Default Input Language&quot; set to English (Canada); the remainder had it set to English (United States). Furthermore, only eight of the computers had the Microsoft Word &quot;Primary Editing Language&quot; set to English (Canada), whereas 11 had it set to English (United States). When asked to state their preferred spelling for words where the spelling differs between Canadian English and American English, a significant proportion of students preferred American spellings for some words. The study indicates that computer language settings may contribute to the increasing use of American spellings among Canadian students. The implications for ESL teaching are discussed. (Contains 3 tables.)
Integrating Tutor Training into Faculty Mentorship Programming to Serve Students with Disabilities
Author: Adams, David F.
Date: 2011-00-00
Type: Journal Articles
Subjects: Mentors,Tutor Training,Disabilities,Tutors,Academic Accommodations (Disabilities),Faculty Development,Peer Groups,Teacher Education Programs,Program Effectiveness,Instructional Effectiveness,Instructional Improvement,Comparative Analysis,Comparative Testing

Students with disabilities face a vast array of physical, cognitive, social, and external barriers. The combination of barriers and negative attitudes faced by students with disabilities makes it difficult to develop skills to be more independent in future academic and career-related settings. This article examines the importance of faculty mentorship and peer mentoring programs in relation to the academic success of students with disabilities as well as the need for additional tutor training in working with students with disabilities. The article reports on the Faculty Mentorship Program and tutor training sessions that were developed and implemented at Ball State University. (Contains 2 figures.)
Assessing Rhetorically: Evidence of Student Progress in Small-Group Writing Tutorials
Author: Ernest, Anne
Date: 2011-00-00
Type: Journal Articles
Subjects: Freshman Composition,Small Group Instruction,Tutorial Programs,Achievement Gains,Writing Processes,Process Approach (Writing),Statistical Significance,Rhetorical Invention,Program Descriptions,Grouping (Instructional Purposes),Peer Evaluation,Instructional Effectiveness

A year-long exploratory project examined how well students could effectively respond to a piece of first-year writing using an articulated framework--Assignment, Focus, Organization, Support, and Proofreading (AFOSP). The students in these small-group writing tutorials received peer-facilitated support while they were enrolled in first-year composition. Results from a one-way repeated measures ANOVA showed statistically significant gains in students' abilities to respond to writing using the framework. The findings suggest that teaching students to use such a framework can improve their ability to critically assess writing. (Contains 2 tables.)
Integrating Reading, Information Literacy, and Literary Studies Instruction in a Three-Way Collaboration
Author: Mazella, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Critical Reading,Teaching Models,Learning Strategies,Information Literacy,Team Teaching,Barriers,Integrated Activities,Integrated Curriculum,English Instruction,English Teachers,Counselors,Librarian Teacher Cooperation,Librarians,Counselor Teacher Cooperation,Partnerships in Education,Annotated Bibliographies,Teacher Collaboration,Assignments,Performance Factors

This article describes a unique course-based collaboration involving an English professor, a Learning Strategies Counselor, and a Librarian. The potential benefits and barriers of collaborative teaching in literature are reviewed. The article delineates a three-way instruction model built around an annotated bibliography assignment in a junior-level English class. The model integrates instruction in information literacy, critical reading, and literary studies to help students become effective readers and researchers. The results indicate that students benefit from this teaching model. The article also offers ways to make collaborative teaching work and provides suggestions for further research. (Contains 3 figures.)
Getting Science Students to PASS-UIW: A Successful Collaboration between Students, Staff, and Faculty
Author: Ariza, Cristina
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Undergraduate Students,Student Participation,Student Leadership,Teaching Methods,Peer Teaching,Effective Schools Research,Program Descriptions,Organic Chemistry,Instructional Effectiveness,Learning Strategies,Cooperative Learning,Attendance,Evaluation Criteria,Program Evaluation,Student Evaluation,Physics,Teacher Student Relationship

This article explores the reasons that Peer Assisted Study Sessions (PASS) at the University of the Incarnate Word (UIW), commonly called PASS-UIW, has been successful in science courses at the University. The intent is to provide information for other institutions to launch, evaluate, or improve their own programs. PASS-UIW is a student-led program to assist undergraduate students taking Chemistry and Physics gateway courses. PASS-UIW has shown improved student engagement and created an opportunity for student leaders to gain valuable experience teaching peers. Several key criteria have been identified as impacting the success of the program: 1) extensive training, 2) use of collaborative learning techniques, 3) communication among constituents, and 4) dedication of leaders and faculty. (Contains 7 figures.)
Learning to Teach and Teaching to Learn: Supporting the Development of New Social Justice Educators
Author: Picower, Bree
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Social Support Groups,Beginning Teacher Induction,Beginning Teachers,Inquiry,Critical Thinking,Instructional Leadership,Teacher Improvement,Faculty Development,Mentors,Peer Relationship,Teacher Collaboration,Ideology,Reflection,Teacher Persistence,Teacher Attitudes,Interviews,At Risk Students

This study explores the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examines how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. Findings contribute to understanding two areas: (1) new teacher induction; and (2) peer and near-peer mentorship. Unlike most new teacher support groups, CIP was specifically geared to support teachers in their pursuit of social justice education (SJE). It provided induction designed to combat the attrition of &quot;idealistic&quot; teachers, a group often not targeted through professional development literature. Additionally, little research in the field examines how peer and near-peer relationships between teachers at varying stages of teaching impact their development as social justice educators and leaders. Participation resulted in members becoming reflective of their journey and remaining committed to teaching and social justice. The members learned to &quot;have each other's backs,&quot; began presenting to other educators, and felt a sense of pride in their accomplishments. These results kept them on their social justice teaching journey, which also contributed to deepening their political analysis. (Contains 1 table and 4 notes.)
Action Research in Urban Schools: Empowerment, Transformation, and Challenges
Author: Razfar, Aria
Date: 2011-00-00
Type: Journal Articles
Subjects: Self Concept,Urban Schools,Action Research,Focus Groups,Epistemology,Teaching Methods,Teaching Experience,Bilingual Teachers,Empowerment,Vignettes,Personal Narratives,Teacher Attitudes,Inservice Teacher Education,Meta Analysis,Disadvantaged Schools

This article examines the experiences of a cohort of seven urban educators who conducted action research over a two-year period. Of the seven participants, six were teacher-researchers ("TRs") and one was a bilingual coordinator. The author provides an analysis of focus group discussions conducted after the completion of the action research projects, in particular six sessions dedicated to the themes of "empowerment" and "transformation" framed by a special issue of "Teacher Education Quarterly," and vignettes from three illustrative projects. The three cases were selected to demonstrate the range of topics, issues, and populations embraced by the teachers. By synthesizing the narratives and reflections of multiple action research journeys into a single "meta-narrative," this study aims to build upon the extant literature on action-research based approaches to in-service teacher training. While carrying out action research can be considered a "messy" process for individual teachers, synthesizing multiple projects could be even messier. This was the challenge of this study; however, this type of meta-analysis is necessary toward broadening the dialogue about the dynamic potential of action-based approaches to teacher development. Through the voices of practitioners immersed in the lives of historically marginalized schools and communities, this article provides a framework for synthesizing and to some degree assessing teacher reflections about their action research journey, the meaning of the process to multiple stake-holders, the challenges they named, how they navigated the challenges, and ultimately some of the changes they named in themselves, their schools, and communities. Given the national trend toward "scientific" and essentialist approaches to student learning and teacher education there are significant implications for teacher identity and epistemology(s). More specifically, the TRs in this study emphasized the importance of "problematizing" issues rather than "fixing" them, appreciating "complexity" over simplicity, becoming comfortable with discomfort and "uncertainty," and becoming a more complete member of their respective communities. The author discusses the context and methods for these emergent themes. (Contains 2 tables and 1 note.)
Citizenship, Curriculum, and Critical Thinking beyond the Four Walls of the Classroom: Linking the Academic Content with Service-Learning
Author: Ponder, Jennifer
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Methods Courses,Community Needs,Teacher Education Curriculum,Student Interests,Civics,Program Effectiveness,Grade 4,Grade 5,Elementary School Students,Student Leadership,Social Studies,Citizenship,Critical Thinking,Service Learning,State Standards,Partnerships in Education,Reflection,Student Attitudes,Teacher Attitudes,Student Motivation,Cooperation,Learning Experience

This article explores how 12 classroom teachers, enrolled in one of the author's graduate social studies methods course, used service-learning as an instructional tool to help students practice active participation in their community and beyond, while also recognizing the relevance of academic coursework as they applied their knowledge and skills to meaningful issues and contexts beyond the four walls of the classroom. This study is separated into two distinct, but related phases. Phase 1 includes data collected from the twelve teachers. First, the authors present the methodology, findings, and conclusions for phase 1 in a sequential manner. Next, the data for phase 2 is presented, which emerged from one of the graduate student's projects discussed in phase 1. Phase 2 includes data collected from the classroom teacher's 4th and 5th grade students and uses narrative inquiry to tell the story of how the project developed and the impact it had on the students. The teachers involved in the service-learning projects evolved through reflecting on the process of implementation. Based on the findings, the authors conclude that the teachers in this study gained the skills to: (1) effectively integrate civics-centered curriculum and meet state content standards through service-learning projects; (2) facilitate student-led instruction in a democratic classroom; (3) increase effective communication and build partnerships beyond the classroom; and (4) use structured reflections as a tool for growth and evaluation. Based on reactions from their respective students, the teachers were encouraged by student leadership, collaboration, motivation, engagement and meaningful learning experiences. All 12 teachers in this study reported improved teacher dispositions and increased confidence regarding the implementation of a civics-centered curriculum. Findings from the second phase of the study suggest that projects that are situated in a real-world context focusing on community needs and student interest can impact students' level of involvement and sense of agency. Service-learning projects may have a catalytic ability to motivate students into using active democratic skills to better their surrounding community. (Contains 1 note.)
A Stance toward Inquiry: An Investigation of Preservice Teachers' Confidence regarding Educational Inquiry
Author: Truxaw, Mary P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Preservice Teacher Education,Preservice Teachers,Teacher Effectiveness,Teacher Education Programs,Educational Research,Educational Practices,Inquiry,Self Efficacy,Teacher Education,Surveys,Correlation,Likert Scales,Pretests Posttests,Comparative Analysis

Research suggests that effective teaching is a significant, if not the most significant, indicator of student success. However, because teaching has become an increasingly challenging profession, school reformers have advocated that educational practices be based on evidence of student learning, suggesting that teachers should develop a stance toward inquiry. Inquiry as a &quot;stance&quot; moves beyond formal research and involves &quot;consistent positioning or way of seeing, rather than a single point in time or a single activity.&quot; Teachers with a stance toward inquiry are able to make &quot;diagnostic and strategic judgment to address the needs of those whom they serve.&quot; The call for teachers to become more critical, or at least more systematic, inquirers caused the authors to reflect on teacher education programs in general, and their university's Integrated Bachelor's/Master's (IB/M) teacher preparation program (TPP) in particular, in terms of influences on preservice teachers' (PSTs) development of such a stance. The five-year TPP includes experiences that may promote an inquiry-based perspective throughout the program, but it focuses explicitly on inquiry in the final, master's year primarily through a school-based inquiry project, much like other TPPs. While inquiry projects seem laudable, there has been little empirical evidence about their impact on helping PSTs develop a stance toward inquiry. In this article, the authors investigate PSTs' changes in their confidence related to a stance toward inquiry in their final, master's year prior to and after completing an inquiry project. This research suggests that the PSTs demonstrated increased confidence related to a stance toward inquiry during their final, master's year in the TPP. Specifically, there were moderate increases in confidence in all three subscales of the &quot;Preservice Teachers Evidence-Based Decision-Making&quot; (PEBD) survey (i.e., evidence from educational research; classroom- and school-level assessments; and district-, state-, and national/international data). The open-ended responses corroborated increased confidence and linked it to the PSTs' perceptions of the impact of the inquiry project experience. Further, the findings suggest that while the TPP experiences prior to the completion of the inquiry project (fall data) supported a beginning stance toward inquiry, there was value added to that stance from the inquiry project and associated master's year experiences (spring data). (Contains 8 tables and 3 notes.)
Exploring Ethical Tensions on the Path to becoming a Teacher
Author: Murphy, M. Shaun
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Educational Experience,Professional Development,Professional Identity,Personal Narratives,Inquiry,Ethics,Interprofessional Relationship,Teacher Researchers,Teacher Educators,Web Sites,Electronic Publishing,Child Care Centers,Interpersonal Relationship,Teacher Student Relationship,Elementary Education

This article explores the authors', two teacher educators' and a pre-service teacher's, understanding of the ethical dilemmas, obligations, and plotlines that emerged in the experiences of a pre-service teacher as she began to develop her identity as a teacher. The inquiry, based in narrative inquiry, used the analysis of narratives from a preservice teacher candidate, Eliza, and responses to them by teacher educators, Stefinee and Shaun, to explore the intertwining issues of identity and ethics. These responses take the form of further narrative on the part of the teacher researchers and responses attending to the blogs Eliza posted. This inquiry increased the authors' understanding of the plotlines of ethical relationships as teachers and teacher educators form their identity, or stories to live by, and provided new insights in conceptualizing teacher and teacher educators' ethical obligations to all students.