ethanporcaro/eric-fulltext-meta huggingface dataset:
Internationalizing General Education from within: Raising the Visibility of Heritage Language Students in the Classroom
Author: Davidova, Evguenia
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teaching,Class Activities,General Education,Learning Activities,Pilot Projects,Language Skills,Russian,Teaching Methods,Heritage Education,Interdisciplinary Approach,Native Speakers,Partnerships in Education,College Second Language Programs,Second Language Learning,Second Language Instruction,National Security,Language Proficiency,College Freshmen,Program Descriptions,Portfolio Assessment,Program Effectiveness,Intercultural Communication

This article analyzes the findings of a pilot project conducted in 2008-2009 as a partnership between University Studies, Portland State University's interdisciplinary general education program, and the University's Russian Flagship Language Partner Program. The project proposes a new approach of integrating non-English speakers' language skills, culture, and life experiences into classroom activities of general education courses. By engaging the students as facilitators in the exploration of their own cultures and languages, the project offers a model of enriching collaborative student teaching and learning that could be applied to various interdisciplinary courses. (Contains 1 note.)
Healthy Relationships and Building Developmental Assets in Middle School Students
Author: Carlisle, Mariko
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle School Students,Mentors,Action Research,Service Learning,Conflict Resolution,Teacher Student Relationship,Peer Relationship,Collegiality,Journal Writing,Teamwork,Sensitivity Training,Social Responsibility,Adolescent Development,Intervention,Social Cognition,Interpersonal Competence,Foreign Countries

This action research project was designed to have the majority of middle school students engage in healthy relationships with their peers and teachers as the data suggested the need for improved interactions with others. Students contributed to team building lessons; implemented school community service learning projects; participated in an advisory mentoring program on healthy relationships and conflict resolution; and wrote journal reflections. Analysis of the data indicated an increased rate of students demonstrating and acknowledging the need for positive attributes to build healthy relationships with their peers and teachers. (Contains 5 figures.)
Spending Instructional Time Wisely: Using Brief Intervention Probes to Determine the Most Effective Reading Fluency Strategy
Author: Casey, Laura
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Intervention,Reading Fluency,Case Studies,Teaching Methods,Time on Task,Cues,Elementary School Students,Reading Difficulties,Reading Instruction,Student Placement,Achievement Gains,Reading Achievement,Response to Intervention

Single case studies are helpful in analyzing the details of implementation of an individualized intervention program (reference). Their exploratory nature can result in more case studies, which can be compared to allow for better understanding of an intervention's usefulness. This case study investigated the effectiveness of using brief intervention probes for two different evidence-based interventions to identify the most effective teaching strategy for a struggling elementary school reader. Following initial grade level placement, two intervention probes were tested by rapidly switching between them, then analyzing the data. The intervention that yielded the most gains in words correctly read (WCPM) was selected and implemented to increase the likelihood for success. Results were promising as WCPM increased by 37 words from baseline to intervention. The study provides a glimpse into a much-needed area of research regarding using brief intervention probes to determine the most effective specific interventions prior to implementation. This research provides recommendations for use within any intervention model, especially Response to Intervention. (Contains 1 figure.)
What Has Experience Got to Do with It? An Exploration of L1 and L2 Test Takers' Perceptions of Test Performance and Alignment to Classroom Literacy Activities
Author: Doe, Christine
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Research,Graduation Requirements,Measures (Individuals),Foreign Countries,Literacy,Second Language Learning,Native Language,Tests,High School Students,Surveys,Qualitative Research,Role,Student Attitudes,Literacy Education,Class Activities,Correlation,Learning Experience

The importance of first language (L1) and second language (L2) test takers' experience with large-scale literacy testing has been well documented in educational research. Our study focused on the Ontario Secondary School Literacy Test (OSSLT), a cross-curricular literacy test that is one of the graduation requirements for Ontario high school students. We drew on qualitative data obtained from open-ended questions on a large-scale survey administered to OSSLT test takers. Whether the test takers were preparing to take the test or had already taken the test seemed to play a critical role in L1 and L2 test takers' perceptions. The most salient results highlight the role that test experience had on test takers' perceptions of their test performance and the alignment between the test and their classroom literacy activities. (Contains 2 tables, 2 footnotes and 1 figure.)
A Social Justice Perspective on Strengths-Based Approaches: Exploring Educators' Perspectives and Practices
Author: Gardner, Morgan K. A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Barriers,Youth,Educational Practices,Democracy,Creative Teaching,Student School Relationship,Teacher Attitudes

What does it mean to engage in strengths-based (SB) approaches from a social justice perspective? In this paper we explore the accounts of educators who work with youth experiencing social and educational barriers to describe what it might mean to engage in SB practices from a social justice perspective. Using data generated from interviews, we draw on educators' perspectives and reported practices to inform our conceptual understanding of a SB social justice approach. We propose that a social justice perspective of SB educational work involves at least four interconnecting sets of practices: recognizing students-in-context, critically engaging strengths and positivity, nurturing democratic relations, and enacting creative and flexible pedagogies. We contend that these interrelated sets of practices are necessary for youth to engage more fully in schooling.
Beyond the Monster's Wanting and Doing: Special Education as a Barrier and Diacritical Hermeneutics as Possibility
Author: Gilham, Chris
Date: 2011-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Hermeneutics,Special Education,Case Studies,Barriers,Mental Health,Emotional Disturbances,Best Practices

This hermeneutic, interpretive case study reflects on an experience with the placement of a student in a specialized classroom who did not want to be there and had informed educators around her of this prior to her placement. She claimed she would "do anything to get kicked out of the placement" and ultimately, this happened. Through this case study I argue that Special Education policy and its infusion into psychology, especially through the Diagnostic and Statistical Manual, conceals or limits the possible ways for such students to be because of how we use that language to frame them. Special Education diagnosis and coding are more than labels, I suggest: they are constitutive and we play a role in that constituting action, I argue. Richard Kearney's Diacritical Hermeneutic approach reveals possibilities for seeing differences outside of the binary of normal / abnormal. Such an approach could allow us to value such students outside the exteriority of Special Education's framing. We may more openly see their rights as human beings, thus allowing them the space to tell their stories so that we hear them. Concurrently, I suggest we might also critically reflect on our roles in supporting students. (Contains 5 footnotes.)
Banal Nationalism in ESL Textbooks
Author: Gulliver, Trevor
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reputation,English (Second Language),Textbooks,Nationalism,Content Analysis,Congruence (Psychology),Group Unity,Political Attitudes,Semiotics,Political Socialization,Visual Aids

Despite repeating claims that Canadians are less nationalistic than members of other nations, English as a second language (ESL) textbooks often participate in banal repetitions of nation-ness and nationalism. This banal nationalism takes the form of the marking of nation through flags, maps, routine deixis, and nationalized symbols. This study examines markings of nation in 24 ESL textbooks used in government-funded language instruction in Canada. This nationalized imagery is both taught and repeated, making the imagined community ubiquitous. Language teachers should be aware of and reflect upon the everyday nationalism that is performed in ESL textbooks. (Contains 1 table and 2 footnotes.)
Meeting Educators Where They Are: Professional Development to Address Selective Mutism
Author: Harwood, Debra
Date: 2011-00-00
Type: Journal Articles
Subjects: Knowledge Level,Workshops,Professional Development,Program Effectiveness,Anxiety,Mental Disorders,Active Learning,Play,Teaching Methods,Incidence,Foreign Countries,Children

Children with selective mutism (SM) present unique challenges for teachers. Typically, children with SM have such an immense anxiety associated with being seen or heard speaking they fail to speak inside the classroom and particularly with teachers. This article reports on the effectiveness of a small-scale exploratory study involving 22 participants in a targeted professional development (PD) workshop on SM. Using a pre-post questionnaire design, the researchers explored the potential of PD to contribute to increased knowledge and awareness of SM as well as conceptual changes in the strategies used to support children with SM within inclusive classrooms. The PD workshop contributed to enhanced levels of knowledge and educators' confidence in addressing children's needs and may be a first step in addressing the dearth of literature on the teaching of children with SM as well as inform future professional development needs of teachers. (Contains 2 figures and 1 footnote.)
A Survey of Educational Acceleration Practices in Canada
Author: Kanevsky, Lannie
Date: 2011-00-00
Type: Journal Articles
Subjects: Acceleration (Education),School Districts,Foreign Countries,Early Admission,National Surveys,Enrollment,Advanced Students,Educational Strategies,Instructional Program Divisions,Grouping (Instructional Purposes),Advanced Placement Programs

A nationwide survey of Canadian school districts was undertaken to determine the extent to which 18 forms of acceleration were permitted and practiced. Of the high enrollment provinces, BC school districts' participation rates were highest in the most types of acceleration. A surprising number of districts did not allow some forms of acceleration. In most provinces and territories, options that emphasize engaging quick learners in advanced content were more often permitted than those that involved placing accelerants with older students, but the forms most often implemented included both content- and grade-based options. Quebec was the exception where school districts preferred grade-based options. (Contains 4 tables.)
Effects of a Culturally Responsive Speech and Language Intervention for Students of Indigenous and Non-Indigenous Heritage
Author: McIntosh, Kent
Date: 2011-00-00
Type: Journal Articles
Subjects: Rural Schools,Intervention,Foreign Countries,Kindergarten,Vocabulary Skills,Language Arts,School Districts,Instructional Effectiveness,Culturally Relevant Education,Cultural Awareness,Indigenous Populations,At Risk Persons,Language Acquisition,American Indians,Canada Natives,Language Tests,Skill Development,Expressive Language,Receptive Language

This study explored the effectiveness of a speech and language intervention that was designed to be culturally responsive and adapted to provide explicit language instruction. Participants included all 774 kindergarten students from a mid-sized rural school district in British Columbia. Seventy-seven students screened as at risk received the intervention, and the remaining students participated in the regular kindergarten curriculum. Results indicated statistically significant effects of the intervention on language and vocabulary skills. No differential effects were observed between students of Indigenous and non-Indigenous heritage. Results are discussed in terms of culturally responsive and explicit instruction for early language development. (Contains 1 figure and 2 tables.)
Newcomers and Old-Timers: The Cultural Production of &quot;Canada&quot; and &quot;Canadians&quot; in an Audio-Visual Text
Author: Moffatt, Lyndsay
Date: 2011-00-00
Type: Journal Articles
Subjects: Ideology,Visual Aids,Discourse Analysis,Interpersonal Relationship,Interaction,Nonprint Media,Foreign Countries,Immigrants,Immigration,Criticism,Film Production,Films,Teacher Educators,Foreign Policy,Audiovisual Aids

This paper examines the cultural production of &quot;Canada&quot; and &quot;Canadians&quot; in &quot;The Newcomers&quot;, a 1953 film produced by the National Film Board of Canada. Using a form of discourse analysis that sees talk as social interaction and identity as socially and locally constructed, this study illuminates how &quot;Canada&quot; and &quot;Canadians&quot; are talked into being in a film ostensibly about immigration and immigrants. While illustrating the moment-to-moment construction of these social identities in this specific context, this study also illustrates how ethnomethodological tools could be used to critically analyze the production of ideologies and identities in audio-visual media. Specific attention is paid to the marginalization of Aboriginal peoples in this governmental text. (Contains 3 footnotes.)
Seeking Election: Evaluating a Campaign for Public School Board Trusteeship
Author: Mueller, Robin
Date: 2011-00-00
Type: Journal Articles
Subjects: Public Schools,Elections,Outcomes of Education,Boards of Education,Trustees,Governing Boards,Board Candidates,Governance,Democratic Values,Political Campaigns,Alignment (Education),Public Opinion,Administrator Responsibility,Administrator Role,Political Attitudes,Organizational Objectives

Canadian public school board trustees are generally chosen by way of public ballot in civic elections. A comparison of board governance literature to a local narrative account of public school board elections exposes several gaps between espoused democratic ideals and the realities of public engagement in trustee selection. I investigate the nature and extent of this misalignment in order to establish a baseline for future inquiry into public perceptions of school board governance, engagement in school board elections, democratic representation in public school systems, and links between effective governance and educational outcomes.
Closing the Education Gap: A Case for Aboriginal Early Childhood Education in Canada, a Look at the Aboriginal Headstart Program
Author: Nguyen, Mai
Date: 2011-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Canada Natives,Disadvantaged Youth,Foreign Countries,Preschool Education,Preschool Evaluation,Culturally Relevant Education,Educational Strategies,Change Strategies,Achievement Gap,Indigenous Populations,Social History,Critical Theory,Educational History,Case Studies,Performance Factors,Barriers,Academic Achievement

This paper raises awareness concerning the education gap between Aboriginal youth and the non-Aboriginal youth population in Canada. It argues that the historical consequences of colonialism that resulted in diminished sense of self-worth, self-determination, and culture have placed Aboriginals at the low-end of the socio-economic strata. This continuing phenomenon has meant that Aboriginal youth perform far worse than non- Aboriginals in terms of their ability to obtain higher education and employment. Given this, using welfare-state theory and Indigenous-based theory I argue that early-childhood education which is culturally sensitive to the needs of Aboriginal children and controlled by Aboriginal communities will help to remedy and close the education gap between Aboriginal and non-Aboriginal youth. The paper concludes with solutions to rectify the situation in Canada. Specifically, it discusses the current government initiative, Aboriginal Head Start (AHS), that has been making significant strides throughout the Aboriginal community. (Contains 1 table.)
The Role of Interpretative Communities in Remembering and Learning
Author: Shahzad, Farhat
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Strategies,Qualitative Research,Urban Universities,Research Methodology,Learning Strategies,Memory,Foreign Countries,Learning,Models,Mnemonics,Terrorism,Muslims,United States History,Immigrants,Textbooks,Higher Education

Students' memories and learning strategies are situated in their social relationships, political orientations, cultural meanings, worldviews, and historical experiences. This study uses qualitative research methods to investigate how Canadian students remember and learn about the War on Terror. It deals with the narratives of ninety-nine students studying in an urban university of Ontario. I find that apart from textual resources, remembering and learning involve a collectivity of significant &quot;others&quot; or what I call interpretative communities. These communities play an influential role in the consumption and negotiation of knowledge inside and outside the classrooms thus an understanding of their role may help teachers to enhance their instructional strategies. (Contains 1 table and 2 figures.)
The Toronto Connection: Poverty, Perceived Ability, and Access to Education Equity
Author: Parekh, Gillian
Date: 2011-00-00
Type: Journal Articles
Subjects: Equal Education,Family Income,Student Participation,Foreign Countries,Access to Education,Special Education,Educational Opportunities,Secondary School Students,Low Income Groups,Parent Background,Family Characteristics,Data Analysis,Poverty,Academic Ability,Politics of Education,Statistical Analysis

This study explores the educational opportunities available to secondary high school students in the Toronto District School Board (TDSB), using both public TDSB and Ontario Ministry of Education data. Family income, parental education, and student participation in special education (excluding Gifted) are key units of analysis, as are the types of programs that the TDSB provides. The research found that low income students, students whose parents lack university education, and students in special education have less access to socially valued educational programs. The research found a significant overrepresentation of low income students receiving special education services and in other programs that offer few options for post-secondary education. Work-oriented programs were found to be most prominently available in the lowest income neighbourhoods in Toronto. (Contains 6 figures and 9 tables.)
Music Makes You Smarter: A New Paradigm for Music Education? Perceptions and Perspectives from Four Groups of Elementary Education Stakeholders
Author: Vitale, John Luke
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Influences,Academic Achievement,Context Effect,Educational Theories,Models,Educational Change,Stakeholders,Elementary Education,Music Teachers,Parent Student Relationship,Elementary School Teachers,Attitudes,Mathematics Achievement,Science Achievement,Thinking Skills,Student Recruitment,Knowledge Level,Value Judgment,Music Education

Through 14 years of teaching music in the Greater Toronto Area, the &quot;music makes you smarter&quot; notion has imbued many of the conversations I have had with multiple stakeholders in public education. Such conversations have suggested that the ancillary benefits of teaching music have now become the principal reason why we teach music--what I refer to as a new paradigm shift in music education. This study attempts to validate my own experiences through a sample size of 100 participants and a multiple methods approach to inquiry. Specifically, this study explores the perceptions and perspectives of the &quot;music makes you smarter&quot; notion by four groups of stakeholders in elementary education, namely; music teachers, students, parents, and non-music teachers. With a few exceptions, both quantitative and qualitative data have generated perceptions and perspectives that validate the &quot;music makes you smarter&quot; notion, suggesting that my own experiences of a paradigm shift within music education in the GTA were indeed authentic and valid. This paper ends with a discussion on the ramifications of this new paradigm shift and ultimately argues that the music itself should be the focus of music education. (Contains 7 tables, 1 figure and 7 footnotes.)
Supporting Future Faculty in Developing Their Teaching Practices: An Exploration of Communication Networks among Graduate Teaching Assistants
Author: Wise, Alyssa
Date: 2011-00-00
Type: Journal Articles
Subjects: Research Universities,Network Analysis,Helping Relationship,Communications,Social Networks,Teaching Assistants,Teaching Methods,Higher Education,Graduate Students,Case Studies,Interviews,Teaching Experience,Socialization,Teacher Effectiveness,College Faculty

Past research has shown that informal communications among Graduate Teaching Assistants (GTAs) are more influential in shaping their teaching practices than formal induction programs. Yet little is known about how these informal helping relationships evolve and how universities can help support their formation as part of the preparation of future faculty. In this study, the supportive teaching communications of two GTAs at a large research university were examined as qualitative case studies. Social network analysis was used as a theoretical lens to construct teaching communication network diagrams based on interview data from the GTAs and their communication partners. Results indicated the importance of relationships that were multi-stranded, reciprocal, and enduring; they also indicated that &quot;information sharing&quot; may have provided a foundation for other types of helping behaviors. Participants discussed improving teaching as a personal rather than professional interest and described socio-emotional support as playing an important role. Based on these findings, suggestions are made about how universities can use &quot;catalyst&quot; events to support informal teaching communications among future faculty. (Contains 1 table and 2 figures.)