ethanporcaro/eric-fulltext-meta huggingface dataset:
Initiating Opportunities to Enhance Preservice Teachers' Pedagogical Knowledge: Perceptions about Mentoring At-Risk Adolescents
Author: Garza, Ruben
Date: 2012-00-00
Type: Journal Articles
Subjects: At Risk Students,Mentors,Educational Experience,Preservice Teachers,Pedagogical Content Knowledge,Urban Teaching,Knowledge Base for Teaching,Urban Schools,Student Teacher Attitudes,Teacher Role,Interaction,Teacher Student Relationship,Negative Attitudes,High School Students

Providing preservice teachers in urban settings with authentic educational experiences may be an effective approach in preparing them to teach diverse students. Therefore, this investigation examined preservice teachers' perceptions of mentoring at-risk high school students. Data analysis reflected preservice teachers' positive experiences and their role as future teachers. The social interaction with at-risk students fostered a deeper understanding of the importance of relationship building and helped to clear teachers' negative assumptions about at-risk students. This study suggests that preservice teachers in urban settings may enhance their pedagogical knowledge and course work learning by mentoring at-risk students.
From Perception to Practice: How Teacher-Student Interactions Affect African American Male Achievement
Author: Kenyatta, Candace P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,African American Students,Males,Social Values,Poverty,Teacher Student Relationship,Teacher Attitudes,Academic Achievement,Gender Issues,Racial Factors,Student Evaluation,Racial Discrimination,Barriers,Correlation,Teacher Expectations of Students

For youth, schools are simultaneously sites of production, socialization, and development. At school, students learn about race, social values and norms, power, and positionality (Noguera, 2003, p. 443). This "hidden curricula" reinforces social inequities and influences how individual students experience the process of schooling as well as come to understand themselves. School processes that divide students along lines of difference communicate beliefs about those differences and marginalize separated groups. Nowhere is this more damaging than in the case of male African American students, where the intersections of race and gender place them at odds with their environment, resulting in academic underperformance and a disconnection. Although theories like Ogbu's (1978) "oppositional culture" and Lewis' (1998) "culture of poverty" make culturalist arguments for the disparate achievement of Black males, the current text will take a structuralist approach, arguing that schools are production sites for inequities that facilitate underachievement in African American males; consequently, teachers exist as agents of the structure who create and maintain a dominant culture through practices that are at odds with the academic productivity of young black males.
Pre-Service Teacher Vision and Urban Schools
Author: Roselle, Rene
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Teaching,Teaching Experience,Urban Teaching,Attitude Change,Student Placement,Urban Schools,Teacher Attitudes,Urban Environment,Teacher Educators,Preservice Teachers,Teacher Education Programs,Journal Writing,Teacher Role,Teaching Conditions,Negative Attitudes

As preservice teachers enter their first teaching experience, they often have perceptions about what teaching will be like based on a vision that is typically linked to their own background and experiences. This study explores the changes in visions of 15 preservice teachers throughout student teaching in an urban environment. The research will discuss five categories that emerged in how students experienced a shift in vision and will offer suggestions for teacher educators on how to proactively prepare preservice teachers for urban student teaching placements.
Rediscovering Good Teaching: Exploring Selfhood and Solidarity in Urban Contexts
Author: Mahoney, Timothy
Date: 2012-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Seminars,Urban Schools,Preservice Teachers,Reflection,Urban Areas,Federal Legislation,Teaching Methods,Teacher Effectiveness,Models,Teacher Certification

This paper describes the experiences of preservice teachers developing deeper understanding of themselves and diverse students through participation in the Philadelphia Urban Seminar. The Seminar focuses on the reconstruction of more complete understanding of urban students and urban communities by combining field experience in Philadelphia with profession development, service projects and contact with community members and organizations. Field notes, transcriptions of interviews and meetings, as well as reflective writing are analyzed using the framework of Solidarity (Rorty, 1998). Findings suggest that specific models of field experience and reflection are necessary to adequately prepare beginning teachers to work in urban classrooms.
Bruce Randolph High School: A Case Study of an Urban School Becoming Successful for Multilingual Learners
Author: Davis, Alan
Date: 2012-00-00
Type: Journal Articles
Subjects: Case Studies,Coaching (Performance),Educational Improvement,Academic Achievement,Achievement Tests,Language Acquisition,Multilingualism,Community Involvement,Urban Schools,High Schools,Higher Education,Cooperation,Partnerships in Education,Literacy,Intervention,Hispanic American Students

Working in a research collaborative between Denver Public Schools and the University of Colorado Denver, the authors selected Bruce Randolph High School (BRHS) as a case study because of its growth on state academic achievement tests and because of its multilingual learners. After a difficult beginning, BRHS has established an inclusive culture of expectation for learning and community participation, a reciprocal instructional culture emphasizing instructional coaching and continuous improvement, a strong emphasis on language development and literacy across the curriculum, and interventions to prevent course failure. These characteristics, facilitated by the school's Innovation Status in the district, are central to its emerging success.
Investing in Collaboration: Preservice Special Educators and Their Readiness for Home School Collaboration
Author: Latunde, Yvette
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,State Standards,Theory Practice Relationship,Special Education,Student Teaching,Cooperation,Special Education Teachers,Family Involvement,Home Schooling,Family School Relationship,Preservice Teachers,Parent Teacher Cooperation

Home-school collaborations offer the promise of increased social and academic outcomes for students with disabilities. This qualitative study examines the practices of 25 preservice special education teachers and their implementation of state standards to collaborate with families of children with disabilities in schools during student teaching. Respondents' responses were categorized into two main themes of direct and indirect collaboration activities. Direct collaboration included invitations, meetings conversations, and sharing information. Indirect collaboration included training. Although the preservice special education teachers evidenced typical family involvement strategies, a more integrated connection between theory and practice is necessary for creating effective home-school collaborations.
"Everything that's Challenging in My School Makes Me a Better Teacher": Negotiating Tensions in Learning to Teach for Equity
Author: Dorman, Elizabeth Hope
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Monolingualism,Urban Schools,Whites,Secondary School Teachers,Equal Education,Social Studies,Middle Schools,Cultural Pluralism,Teaching Methods,Urban Teaching,Teaching Conditions,Educational Environment,Beginning Teachers

This paper responds to the call for further inquiry into the experiences of graduates of urban focused teacher education programs. I present and analyze the experience of Mia, a White, monolingual English female who earned licensure in secondary social studies through a graduate-level, equity-focused teacher preparation program before accepting a position at a large, traditional divers, underperforming, urban middle school. The paper explores how negotiating tensions in curriculum and intersections with colleagues in her school context contributes to her identity development with respect to culturally responsive, equity-oriented pedagogy.
Teaching for Social Justice and Equity in Small Urban High Schools: Challenges and Possibilities
Author: Dorman, Elizabeth Hope
Date: 2012-00-00
Type: Journal Articles
Subjects: Achievement Gap,Social Justice,Teacher Educators,Secondary School Teachers,Small Schools,Urban Schools,Beginning Teachers,Urban Teaching,Equal Education,Teacher Student Relationship,Interdisciplinary Approach,Curriculum Development,Heterogeneous Grouping,Teacher Competencies,Culturally Relevant Education,High Schools

In this study, I explore the role of the "small schools" context on the development and learning of two first-year urban high school teachers with respect to equity-focused teaching. Analysis points to specific ways in which the small schools context fostered teaching for social justice: strong student-teacher relationships, interdisciplinary teaching, and curricular autonomy that allowed for infusion of social justice topics. On the other hand, equity-focused teaching was constrained by alternative conceptions of schooling, teaching, and learning; heterogeneously grouped classes; too much curricular freedom with lack of guidance; and out-of- subject-area teaching. This study highlights a tough set of dilemmas faced by the small schools movement in its efforts to close the achievement gap and presents implications for small schools designers and teacher educators. (Contains 2 footnotes.)
Preparing White Preservice Art Educators to Teach in Urban Classrooms
Author: Briggs, Judith
Date: 2012-00-00
Type: Journal Articles
Subjects: Action Research,Field Experience Programs,Art Education,Mentors,Social Systems,Urban Schools,Urban Teaching,Whites,Art Teachers,Cultural Pluralism,Social Justice,Racial Bias,Social Bias,Language Usage,Intention,Teacher Effectiveness,Teacher Attitudes,Program Effectiveness,Empathy,Familiarity

Within a two-year mixed method action research study, two cohorts of White senior preservice Art Educators reflected on anti-racist and anti-classist course materials and attended field experiences within urban schools. A majority of both cohorts identified systemic racism within social systems and language after engaging in course materials. Urban teaching intentions, teaching efficacy and urban teaching attitudes did not show a significant change within the first cohort while the second cohort demonstrated a significant change in teaching efficacy. Both cohorts showed a positive shift in urban teaching intentions. Both cohorts reflected positively on the urban field experience site. The second cohort exhibited greater empathy for urban student concerns and a greater appreciation for urban teachers' efforts. More time spent in schools with urban teacher mentors and students, along with a shift in the urban field experience to later in the semester may have contributed to the positive change in results. (Contains 2 tables and 2 figures.)
Community Partnerships: Working across Institutions to Support Parent Advocacy and Education
Author: McCormick, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Parents,Written Language,Urban Schools,Focus Groups,Advocacy,Parent Participation,Parent Education,College Preparation,Graduation,Language Usage,Immigrants,Public Schools,Academic Standards,Teachers,Knowledge Level,Secondary Education,Hispanic Americans,Middle Schools,High Schools,Spanish Speaking

In this article, the authors analyze the evolution of parent advocate education standards that illustrate what parents need to know and do to effectively support their children's learning in 6th-12th grade. Focus groups conducted with parent participants revealed that parents were often unaware of the distinction between helping their child graduate from high school and helping their child prepare for college. Our analysis includes a discussion of how the language used to convey these standards could either build or breakdown communication essential to distributing critical information to working, immigrant parents in urban public school systems. The article has three objectives: (1) to highlight the responses of principals, teachers and parents to parent advocate education standards; (2) to highlight the participants' critique of the written language used to convey those standards; and (3) to uncover the disconnect between what parents, principals and teachers believe parents should know and what parents actually know about school systems and classroom instruction. (Contains 1 footnote.)
The Possibilities and Challenges of Developing Teachers' Social Justice Beliefs
Author: Lazar, Althier
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Justice,Student Attitudes,Second Language Learning,Teacher Education,Teacher Attitudes,Urban Schools,English Language Learners,Cultural Differences,Teacher Surveys,Academic Ability,Instructional Effectiveness,Program Effectiveness

This study examines the impact of a course that focused on social equity teaching, and particularly, teachers' attitudes toward the capacities of students in culturally nondominant communities. Findings from surveys and written documents reveal that course participants were better able to recognize students' inherent abilities and knowledge traditions than non-participants. The course was less effective in helping teachers recognize English language learners' abilities and teachers' own role in challenging school inequalities and making a positive difference the life trajectories of students. Results indicate a need for greater emphasis on challenging language stereotypes and promoting teacher activism. (Contains 2 tables.)
The Community Teacher: Perspectives of African-Born Teachers
Author: Ukpokodu, Omiunota N.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Characteristics,Teacher Role,Urban Schools,African American Teachers,Migrants,Urban Teaching,Culturally Relevant Education,Educational Practices,Teacher Effectiveness,Educational Attitudes,Interviews,Focus Groups,School Community Relationship

This qualitative study examined the question: How do African-born teachers in U.S. urban schools conceptualize the "teacher" and his/her role and characteristics in an African school context? The data resulted in the conceptualization of the teacher as "the community teacher" who is intimately invested and integrated into the community, internalizes teaching as community service, believes and commits to collective responsibility, builds synergistic relationship with parents/families and the community, holds high expectation for students and self, and engages in social activism for community empowerment. The paper concludes with a discussion of implication for urban teacher preparation.
Developing Cross-Disciplinary Competencies through College Algebra
Author: Jaafar, Reem
Date: 2012-00-00
Type: Journal Articles
Subjects: Introductory Courses,Algebra,Interdisciplinary Approach,College Mathematics,Integrated Curriculum,Case Studies,Skill Development,Relevance (Education),Teaching Methods,Holistic Approach

To argue for the importance of an integrative approach to learning in introductory STEM (Science, Technology, Engineering and Mathematics) and other courses, we present a case study of a project incorporating cross-curricular skills in a college algebra course. We analyze student work on the project and responses to surveys, and find the assignment affects positively students' mastery of specific quantitative skills, perceptions of learning, civic awareness, and sense of relevance of mathematical study. We use the analysis to suggest guidelines for designing other activities aiming to teach the whole student in introductory courses. (Contains 1 figure.)
The Future of Learning and Training in Augmented Reality
Author: Lee, Kangdon
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Computer Simulation,Visual Aids,Technology Integration,Astronomy,Chemistry,Biology,Science Education,Mathematics Education,Geometry,Elementary Secondary Education,Industrial Training,Nonschool Educational Programs,Historic Sites,Educational Trends,Futures (of Society)

Students acquire knowledge and skills through different modes of instruction that include classroom lectures with textbooks, computers, and the like. The availability and choice of learning innovation depends on the individual's access to technologies and on the infrastructure environment of the surrounding community. In this rapidly changing society, information needs to be adopted and applied at the right time and right place to maintain efficiency in all settings. Augmented reality is one technology that dramatically shifts the timing and location of learning. This paper describes augmented reality, how it applies to learning, and its potential impact on future education. (Contains 9 figures.)
Benefits of Collaborative Finance Research in Business Schools
Author: Kao, Robert
Date: 2012-00-00
Type: Journal Articles
Subjects: Business,Student Research,Cooperation,Educational Quality,Creativity,Influence of Technology,Internet,Faculty Development,Higher Education

Collaboration in business research provides outcomes and results that are more efficient than those due to individual efforts. The integration of diverse environments and disciplines often generates creative ideas. Collaboration increases the quality of research and effectiveness of discoveries, and promotes the dissemination of knowledge. Cases of collaborative finance research in the business schools are illustrated in this study. The findings include many significant benefits in knowledge stimulation, education advancement, community connections, and other rewarding results. Benefits of collaborative research outweigh the challenges and contribute to faculty development, student education, and advancements in the field of business.
From Theory to Practice to Experience: Building Scholarly Learning Communities in Nontraditional Doctoral Programs
Author: Radda, Hank
Date: 2012-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Nontraditional Education,Adult Students,Adult Learning,Learning Experience,Learner Engagement,Online Courses,Electronic Learning,Social Networks

Demands of the modern workforce, coupled with rapid advances in educational technology, have created a new paradigm of doctoral learning. No longer designed with the traditional academic in mind, doctoral education has expanded to accommodate the expectations, demands, and expertise of working professionals. Simultaneously, traditional academic voices have articulated more vibrant and diverse understandings on the development and socialization of doctoral learners. Considerations of the methods, interventions, and outcomes for the development of scholars are being investigated; as highlighted by Gardner and Mendoza (2010), successful doctoral programs should consider a wider variety of scholarly outputs, development methodologies, and stakeholder perspectives. In this reflection, the author focuses on the considerations unique to adult learners, with a focus on the scholar-practitioner model. By understanding (and embracing) adult epistemological development, effective doctoral programs can simultaneously meet the needs, schedules, and demands of adult learners in a manner that socializes them for the various expectations of the profession. In this essay, the author draws on his experience in creating doctoral programs designed explicitly for the modern adult learner and discusses, in collaboration with current doctoral learners, the impact of these programmatic initiatives on the learning experience.
Reflective Annotations: On Becoming a Scholar
Author: Alexander, Mark
Date: 2012-00-00
Type: Journal Articles
Subjects: Socialization,Doctoral Programs,Adult Education,Adult Learning,Scholarship,Teaching Methods,Identification (Psychology),Program Descriptions,Instructional Design,Educational Development,Educational Practices,Reflection

This article presents the authors' reflective annotations on becoming a scholar. This paper begins with a discussion on socialization for teaching, followed by a discussion on  socialization for service and sense of belonging. Then, it describes how the doctoral process evolves. Finally, it talks about adult learners who pursue doctoral education.
Networks Analysis of a Regional Ecosystem of Afterschool Programs
Author: Russell, Martha G.
Date: 2011-00-00
Type: Journal Articles
Subjects: At Risk Students,After School Programs,Information Systems,Network Analysis,Case Studies,Family School Relationship,School Community Relationship,Youth,Public Sector,Private Sector

Case studies have documented the impact of family-school-community collaboration in afterschool programs on increasing awareness about the problems of at-risk youth, initiating dialogue among leaders and community representatives, developing rich school-based information systems, and demonstrating how to build strong relationships between public and private sectors through the combination of leadership and money. Communities, families, and youth are interrelated: The availability of quality afterschool programs is related to the health and strength of communities, and strong communities play an important role in supporting families as they help children develop. This article describes a network analysis of the ecosystem of afterschool programs in Dallas County, Texas. The authors use the term &quot;ecosystem&quot; as metaphoric reference for program analysis and strategy formation based on a network-centric mindset. The network analysis reported in this article posed two questions about the Dallas County afterschool ecosystem: (1) What strengths and vulnerabilities can be identified in the patterns of existing relationships between and among afterschool programs, sponsors, and program support organizations in Dallas County?; and (2) What insights for resource development and program advocacy to better satisfy the unmet needs in Dallas can be gleaned from better understanding the networks of financial resources for afterschool care? The authors' analysis showed considerable vulnerability in a system in which afterschool programs worked in isolation and relied on just one or two sources of funding. Considerable opportunity therefore existed for programs to collaborate to build a more cohesive system of afterschool programming. The Dallas Afterschool Network was formed in 2007 to address these vulnerabilities and opportunities. (Contains 2 tables and 5 figures.)