ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing Urban Students' Engagement with School: Toward the Expeditionary Learning Model
Author: Ikpeze, Chinwe
Date: 2013-00-00
Type: Journal Articles
Subjects: Urban Schools,Learner Engagement,Experiential Learning,Academic Achievement,School Culture,Teacher Collaboration,Active Learning,Service Learning,Faculty Development,Outreach Programs,School Community Relationship,Partnerships in Education,Case Studies,Educational Change

This paper documents the findings of a case study of one K-10 urban expeditionary learning (EL) school. Drawing on theoretical perspectives consistent with the sociocultural theory, data were collected from a variety of sources that included a survey, interviews, field notes from classroom observations and other school activities. Thematic analysis was used to analyze data. The study revealed that expeditionary learning in York school was successful because of the school culture, structure, teachers' commitment, and community engagement. This implies that urban school reform hinges on choosing the right reform model, committed teachers and an engaging curriculum.
Unpacking Middle School Students&apos; Ideas about Perimeter: A Case Study of Mathematical Discourse in the Classroom
Author: Rickard, Anthony
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Mathematics Instruction,Discussion (Teaching Technique),Geometric Concepts,Misconceptions,Grade 6,Middle School Students,Case Studies,Teaching Methods,Questioning Techniques,Classroom Communication,Time Management

Although decades of mathematics education reform supports using effective classroom discourse to increase students&apos; learning of mathematics, research about what mathematics students learn in such classrooms is less developed. Moreover, how teachers actually facilitate classroom discourse and navigate through unpredictable terrain to develop students&apos; understanding of mathematics remains challenging for teachers. In this paper, I examine the practice of an experienced middle school teacher as she leads her students in classroom discussions about perimeter of rectangles. Unpacking how she facilitates discourse in the classroom and addresses her students&apos; mathematical ideas about perimeter shows how students&apos; insights or misconceptions are identified and clarified, explained and illustrated, tested, and then affirmed or revised. Key findings of this case study include how the teacher uses a specific curriculum unit and divergent questions to support dialogic mathematical discourse, how she addresses a misconception, how she fosters a mathematical disciplinary community in the classroom, and how she copes with time constraints. Implications of these findings are discussed.
Examining Student Work in the Preparation of Preservice Elementary School Teachers
Author: Busi, Rich
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Student Experience,Knowledge Level,Student Development,Skill Development,Teaching Skills,Elementary School Mathematics,Elementary School Students,Transformative Learning,Student Evaluation,Error Patterns,Student Surveys

This study investigated preservice teachers' perceptions of their knowledge and development resulting from analyzing student work in an undergraduate mathematics education course. Participants were given opportunities to view and analyze student work examples that portrayed errors in thinking as well as alternative solution methods. Thirty-eight undergraduate students participated in the study and a thematic analysis approach was utilized for the analysis. The findings, which include four major themes of perceived knowledge development, are shared.
Slope across the Curriculum: Principles and Standards for School Mathematics and Common Core State Standards
Author: Nagle, Courtney
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Standards,State Standards,Mathematical Concepts,Comparative Analysis,Elementary School Mathematics,Secondary School Mathematics,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12

This article provides an initial comparison of the Principles and Standards for School Mathematics and the Common Core State Standards for Mathematics by examining the fundamental notion of slope. Each set of standards is analyzed using eleven previously identified conceptualizations of slope. Both sets of standards emphasize Functional Property, Real World Situation, and Linear Constant conceptualizations of slope and describe a similar instructional sequence during the middle grades. However, the elementary and high school standards include differences that reflect alternative approaches to covering key prerequisite notions related to slope and in extending ideas of slope to non-linear functions. Both documents are examined in light of their respective purposes, with careful attention to potentially unintended consequences on the treatment of slope across the curriculum. The findings warrant careful consideration of other key mathematical topics to understand the curricular implications of adopting a new set of standards.
Educators Challenging Poverty and Latino Low Achievement: Extending and Enriching the School Day
Author: Curwen, Margaret Sauceda
Date: 2013-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Elementary Schools,Poverty Areas,Extended School Day,Bilingual Schools,Communities of Practice,Elementary School Teachers,Teacher Aides,After School Programs,Enrichment,Case Studies,Qualitative Research,Ethnography,Teamwork,Interprofessional Relationship,Faculty Development,Sharing Behavior

Latino students, as children of historically underachieving populations, often have their academic success in jeopardy. For many schools, after-school programs complement the regular school day, with more than half of the 49,700 U.S. elementary schools having one or more on-site programs. Such programs vary in intent, purposes, and resources and typically emphasize remediation rather than developing interests or competencies in curricular areas beyond language arts and math. This qualitative case study explores the practices of one dual language elementary school in a high poverty Latino community and its academic/enrichment extended day program. Wenger's (1998) community of practice framework captures the mutual engagement, joint enterprise, and shared repertoire of practices tightly woven between the regular school day's classroom teachers and the after-school instructional assistants. This investigation provides insight into collaborative efforts that can counter the isolation, segregation, and mediocrity of school experiences that children in poverty often experience and provide points for offering dual language and cultural experiences through an extension of the school day.
Being Challenged in an Urban Classroom: A Case Study Documenting the Engagement of a Young Male Who Wanted to &quot;Look Smart&quot;
Author: Sanchez Leal, Lina
Date: 2013-00-00
Type: Journal Articles
Subjects: Learner Engagement,Urban Schools,Case Studies,Males,Middle School Students,African American Students,Mathematics Education,Grade 7,Student Behavior,Student Reaction,Peer Relationship,Interviews

This study builds on previous research that investigates the nature of engagement as it occurs &quot;in the moment&quot; in urban classrooms (Goldin, Epstein, Schorr, &amp; Warner, 2011). In this article, we report on a young male student, Eric, who called out an answer in front of all his peers in response to a question posed by the teacher. Almost immediately, his peers challenged his response. Upon hearing their comments, he retorted that he &quot;didn't care anymore&quot; and withdrew from the discussion. Nonetheless, moments later he reentered the discussion, reiterating his response. In a later interview, Eric noted that he called out the answer in order to impress others, but felt disrespected when they disagreed. In this examination, we attempt to characterize his reactions with specific reference to his momentary engagement in order to discuss the implications for learning.
Mathematics and Racial Identity Co-Construction in Multiple Sociopolitical Contexts: A Case Study of a Latina Undergraduate Student from an Urban Community
Author: Oppland-Cordell, Sarah
Date: 2013-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Undergraduate Students,Case Studies,Urban Universities,Racial Identification,Workshops,Mathematics Education,College Mathematics,Calculus,Social Environment,Qualitative Research,Semi Structured Interviews,Females

Although urban Latinas/os have participated in mathematics workshops in urban universities for over three decades as part of the Emerging Scholars Program (ESP), few studies have explored Latina/o students' perspectives of how and why these learning environments support them in attaining mathematical success. This article presents an in-depth case study of how Vanessa, a Latina undergraduate student from an urban community, simultaneously constructed her mathematics and racial identities as she engaged in a culturally diverse, collaborative ESP Calculus I workshop situated within broader sociopolitical contexts. Vanessa's story was selected because she offered a unique perspective of how encountering identity-affirming workshop spaces aided her in constructing a strengthened self-perception as a Latina mathematics learner. Her counter-story challenges dominant ideologies that disregard the importance of viewing Latina/o students' mathematics participation and learning as racialized forms of experience.
Moving toward Positive Mathematics Beliefs and Developing Socio-Mathematical Authority: Urban Preservice Teachers in Mathematics Methods Courses
Author: Saran, Rupam
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Urban Teaching,Elementary Education,Student Attitudes,Negative Attitudes,Attitude Change,Mathematics,Methods Courses,Mathematics Instruction,Elementary School Mathematics,Teaching Methods,Ethnography,Constructivism (Learning),Qualitative Research,Self Concept,Best Practices

This article explores how preservice elementary teachers change their negative beliefs toward mathematics into positive ones after taking a mathematics methods course that follows the Concrete-Pictorial-Abstract (CPA) instructional method. Also explored is the relationship between those beliefs and sociomathematical authority. By administering surveys, using reflective narratives, and informally interviewing 145 preservice teachers who are preparing to work in urban classrooms during two academic years, the study investigated changes in sociomathematical beliefs and mathematical identities. Findings reveal that most of these preservice teachers changed their mathematical identities and beliefs about teaching mathematics in positive ways to be more in accordance with reform oriented practices. Implications for preservice teacher education programs are discussed.
Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities
Author: Gonzalez, Linda
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Placement,Graduation,Predictor Variables,High School Students,Learning Disabilities,Emotional Disturbances,Behavior Disorders,Urban Schools,Grade 11,Grade 12,African American Students,Hispanic American Students,Sex,Race,Ethnicity,Enrollment,Dropouts,Academic Achievement,Discipline,Achievement Tests,Inclusion,Regression (Statistics),Correlation

This study investigated the impact of a range of variables as predictors of graduation potential for students with Specific Learning Disabilities (SLD) or Emotional Behavioral Disorders (EBD) within a large urban school district. These factors included the following characteristics and elements: (a) primary exceptionality, (b) gender, (c) race/ethnicity, (d) grade, (e) current enrollment, (f) academic history, (g) behavioral history, (h) Florida Comprehensive Assessment Test (FCAT) performance, and (i) educational setting. Results indicated that a successful academic history was the only significant predictor of graduation potential when statistically controlling for all other variables. While at marginal significance, results also yielded that students with SLD or EBD in inclusive settings experienced better academic results and behavioral outcomes than those in self-contained settings.
Making Connections: Preparing College Tutors to Support the Literacy of Urban Children
Author: Kim, Stacey C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Tutors,Undergraduate Students,Professional Development,Elementary School Students,English Language Learners,Teacher Attitudes,Self Efficacy,Citizen Participation,Literacy Education,Urban Areas,Mixed Methods Research,Action Research,Best Practices,Reading Strategies,Program Effectiveness

This study examined the effects of professional development on strengthening the efficacy and civic engagement of college students tutoring diverse K-5th grade English Language Learners in an urban community. A mixed methods approach including pre-and post-surveys, focus groups, weekly reflections, and supervisor observations revealed tutors' changing perceptions of their efficacy and civic identity after implementing newly learned reading strategies with elementary children. Findings indicate the importance of strategic training for college students (a) to increase their skills and confidence in providing literacy support for children and (b) to understand and connect with the local community. The results of this study will assist educators, university personnel, and community agencies as they train and supervise college-age tutors to work with urban students and engage with local communities.
Through the Lens of the Students: Using Narrative Inquiry to Evaluate an Innovative Urban High School
Author: Weisblat, Gina
Date: 2013-00-00
Type: Journal Articles
Subjects: Urban Schools,High Schools,Educational Innovation,STEM Education,Active Learning,Student Projects,Institutional Evaluation,Researchers,Principals,Interpersonal Relationship

MC Squared STEM High School is part of the Cleveland Metropolitan School District. It has a project-based curriculum that focuses on the core stem skills: science, technology, engineering, and math. As the school celebrated its first graduating class in 2012, administrators felt it was the right time to look back and evaluate the school's progress. This urban school district is Ohio's second largest. This paper explores the process that took place during the evaluation process. It is as much a search for the right questions to ask as for the right answers. It is also an exploration of the working relationship between researcher and practitioner, which is an important part of narrative inquiry methodology.
The Effect of Reading from Screen on the 5th Grade Elementary Students' Level of Reading Comprehension on Informative and Narrative Type of Texts
Author: Aydemir, Zeynep
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Reading Comprehension,Electronic Learning,Computer Assisted Instruction,Comparative Analysis,Printed Materials,Reader Text Relationship,Story Reading,Nonfiction

Digital medias that become popular through the development of technology have given a different functionality to read write experiences. The new conceptions such as reading from screen, e-literacy, digital text etc. have gained currency. The aim of the research was determined as the effect of reading from screen upon the levels of reading comprehension of the fifth grade elementary school students in the informative and narrative text types. In the study, the pretest-posttest control group design was used. The participants consisted of 60 students studying at an elementary school located in the central district of Sakarya. Totally six texts were chosen to utilize in the study and the participants in control group were assigned to read the printed materials, while others were reading the version of the same material from screen. The reading comprehension test developed by the researchers was used as an assessment instrument. In the evaluation of informative texts, the five WS and one H method were used in accordance with the constructivist approach that is one of the alternative evaluation approaches, while the questions were being prepared for the narrative texts, the story elements which are generally required to be found in a text, were used and the story map method was prepared accordingly. The analysis of the reading comprehension points was performed through three related evaluations regarding the text category and therefore, two-factor ANOVA was used. As a result, the levels of reading comprehension of the students who read the informative text from screen were significantly higher than others. Moreover, there was no significant difference between the students reading the narrative texts from screen and printed material in terms of the levels of reading comprehension.
Primary School 5th and 8th Graders&apos; Understanding and Mental Models about the Shape of the World and Gravity
Author: Öztürk, Ayse
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Grade 8,Scientific Concepts,Physics,Astronomy,Cognitive Structures,Case Studies,Age Differences,Concept Formation,Semi Structured Interviews

This study investigated primary school 5th and 8th graders&apos; understanding and mental models related to the shape of the world and gravity, and how these models reflected the fact and what kind of a change there is from 5th to 8th graders. This research is based on a cross-sectional design. The study was conducted in a low socioeconomic level school and 105 students--52 girls and 53 boys--participated in the study. The data were collected through interviews, one of the qualitative research methods. As a data collection tool, a semi-structured Conceptual Models interview form about the Shape of the World and Gravity (SWGCIF) was used. The results of this study showed that 5th and 8th graders have seven different understandings and mental models about the shape of the world and gravity, one of which was scientific. The scientific approach and understanding were low in both 5th and 8th graders but a slight increase was observed towards 8th graders. In order for a meaningful learning through conceptual change, it can be suggested that these abstract concepts should be concretized by means of visual and audio materials and models. Also, studies with extensive samples should be conducted in order to provide a more comprehensive understanding of the situation.
Civilized and Uncivilized Behaviors in the Classroom: An Example from the Teachers and Students from the Second Stage of Primary Education
Author: Apaydin, Çigdem
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Student Behavior,Behavior Problems,Elementary School Teachers,Qualitative Research,Questionnaires,Interviews,Teacher Surveys,Teacher Attitudes,Student Surveys,Student Attitudes,Social Attitudes,Prosocial Behavior,Emotional Response,Teacher Behavior

Purpose of this study was to investigate civilized and uncivilized behaviors in the classroom, the emotions and reactions towards them, as well as the strategies aiming to prevent these kinds of behaviors from the point of view of students and teachers attending second stage of primary education (6th, 7th and 8th grades). As a qualitative research model was employed in this study which was designed. Sample of the study consisted of 80 students and 28 teachers attending second stage of primary education at Eskisehir city. Data were collected via interviews. A semi-structured questionnaire was used as the data gathering tool. Based on the findings of the study, students perceived civilized behaviors of the teachers as educational whereas teachers evaluated civilized behaviors of the students being towards the course. Being respectful was interpreted as a common civil behavior. Both teachers and students felt positive sentiments towards civilized behaviors and became happy. Another finding of the study revealed that teachers performed uncivilized behaviors, containing violence, towards students. When faced with uncivilized behaviors, students either got negative emotions (as an introverted reaction) or got angry (as an extroverted reaction). Students' reactions were often being passive and keeping their silence whereas teachers often reacted by warning the students. For the prevention of uncivilized behaviors, teachers prefered to talk with the parents, forward the students to the counselor and make one-to-one conversation.
Validity and Reliability Study of the Turkish Version of Ego Identity Process Questionairre
Author: Morsünbül, Ümit
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Self Concept Measures,Test Validity,Test Reliability,Identification,College Students,Factor Structure,Factor Analysis,Correlation,Self Esteem,Depression (Psychology),Item Analysis

The main developmental task is identity development in adolescence period. Marcia defined four identity statuses based on exploration and commitment process: Achievement, moratorium, foreclosure and diffusion. Certain scales were developed to measure identity development. Another questionnaire that evaluates both four identity statuses and the exploration-commitment process separately is The Ego Identity Process Questionnaire (EIPQ). The most powerful feature of EIPQ is that it focuses on both identity status and exploration and commitment process. The aim of the current study is to adapt EIPQ into Turkish with factor structure, convergent validity and reliability studies on Turkish college students. This scale is consisted of 32-items. Sixteen of the EIPQ items assess exploration and 16 assess commitment. Current study analyzed data from 230 university students (120 female, 52.17%; 110 male, 47.83%). Exploratory and confirmatory factor analysis results showed that EIPQ has two factor-structures that function differently in identity development. Correlations of exploration and commitment with self-esteem, agency and depression scores were calculated in order to examine convergent validity. Internal consistency coefficients, test-retest values and item-total correlations indicated that EIPQ is a reliable scale. It can be concluded that &quot;Turkish Version of EIPQ&quot; can be used to evaluate both exploration and commitment processes and identity statuses.