ethanporcaro/eric-fulltext-meta huggingface dataset:
When School Literacy and School Discipline Practices Intersect: Why Schools Punish Student Writing
Author: Amanti, Cathy
Date: 2014-00-00
Type: Journal Articles
Subjects: Discipline,Literacy,Socialization,Student Motivation,Plagiarism,Racial Differences,Student Behavior,Disproportionate Representation,Telecommunications,Handheld Devices,Discipline Policy,Vandalism,Antisocial Behavior

This article provides an exposé of the ironic fact that students both learn to write and are punished for writing in schools. It explores and considers what type of student writing may precipitate a discipline event. These infractions consist primarily of unauthorized writing, such as text messages and writing on clothes, bodies, and walls, whose literacy aspects are often invisible when viewed through the lens of predominant normative perspectives on literacy found in schools. A sociocultural approach, on the other hand, makes the literacy aspects of unauthorized student writing visible. The implication is that problematizing views of what counts as literacy in schools is an important step toward countering the unjust practices on which this article focuses.
Multiliteracies in the Classroom: Emerging Conceptions of First-Year Teachers
Author: Boche, Benjamin
Date: 2014-00-00
Type: Journal Articles
Subjects: Literacy Education,Secondary School Teachers,English Teachers,Language Arts,Beginning Teachers,Personal Narratives,Teacher Education Programs,Multiple Literacies,Teacher Attitudes,Teaching Experience,Knowledge Level,Knowledge Base for Teaching,Interviews,Observation,Questionnaires,Instructional Materials,Teaching Methods,Coding,Adolescents,Program Effectiveness

With conceptions of literacy growing beyond the traditional print medium, new understandings of multiliteracy practices and pedagogies are needed to better inform the preparation of secondary English teachers. This article presents the findings of a study examining five first year teachers' understandings of and experiences with multiliteracies. Using a narrative inquiry approach, each teacher's experiences are presented in depth including successes and struggles with integrating multiliteracies into the classroom. The article then concludes with how the teachers' understandings and experiences can better inform English teacher education.
Turning Schools Inside Out: Connecting Schools and Communities through Public Arts and Literacies
Author: Charest, Brian C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Partnerships in Education,High Schools,School Community Relationship,Art Activities,Activism,Civics,Social Responsibility,Teacher Role,Student Role,Photography,Public Opinion,Personal Narratives,Teacher Attitudes,Teacher Characteristics,Preservice Teachers

In this paper we tell a story about how we partnered with a Chicago high school in order to turn the school inside out by displaying larger-than-life teacher portraits and statements at street level throughout the community. This paper explores how public art and activism can help teachers and students develop notions of civic literacy and engagement in order to change prevailing ideas about the role that teachers and schools play in our communities. Can teachers learn to relate effectively in communities outside of schools? Is this a desirable or even useful goal for educators? This paper examines notions of partnership, community, civic literacy and engagement, and the role that teachers and students might play in shaping their communities.
Teachers, Parents, and--Above All--Students &quot;Buy In&quot; to Raise Expectations
Author: Hayes, Christopher
Date: 2014-00-00
Type: Journal Articles
Subjects: Expectation,Deafness,Partial Hearing,Accessibility (for Disabled),Educational Practices,Educational Strategies,Teacher Expectations of Students,Parent Aspiration,Self Advocacy,Student Empowerment

For the deaf or hard of hearing student in the mainstream--today&apos;s environment where all children are expected to learn more, produce more, and be assessed more--the high pressure coupled with low expectations can be overwhelming. Since many students with hearing loss have difficulty speaking and using English, administrators and mainstream teachers sometimes misunderstand their academic potential. How can our deaf and hard of hearing children meet these new expectations? By teachers, parents, and students &quot;buying into&quot; the process to raise expectations, how? Teachers must change their mindset that these students have low academic and behavioural expectations therefore treating them as &quot;special.&quot; Teachers must instead hold their deaf and hard of hearing students accountable for content knowledge and academic skills that they expect from other students. They must see these children&apos;s potential, and, with the right accommodations, support their ability to succeed. Parents must maintain a high level of expectation for their deaf or hard of hearing child(ren) by maintain close contact their child(ren)&apos;s classroom teacher(s) to understand and support their academic goals and other services. Students must develop self-advocacy skills and a belief in self-determination to function as independently as possible and to exert control over the environment around them. When students &quot;buy into&quot; the expectation that they are capable of controlling their own lives and possess effective self-advocacy skills they become aware of their strengths and weaknesses, and the impact of their strengths and weaknesses on their performance. They are able to identify the support they need to succeed and to advocate for this support in a positive and assertive manner. Therefore, when teachers, parents, and students &quot;buy into&quot; the process that their expectations to succeed can be achieved, deaf and hard of hearing children will receive the education they deserve.
Expecting the Best: The Essential Lesson for Teachers
Author: Williams, Carl B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Expectations of Students,Educational Practices,Deafness,Partial Hearing,Teaching Methods,Educational Strategies,Learning Activities,Accessibility (for Disabled),Teaching Skills,Teacher Role,Parent Role,Instructional Design

Carl Williams writes in this article that effective teachers possess a repertoire of critical skills associated with student achievement. As one might expect, these skills relate to planning, implementing, and evaluating instruction. However, there is one indispensable component that is not a skill in the traditional sense; nonetheless, it is an essential dimension of the learning process. Williams is referring to high expectations and ensuring that teachers are able to sustain them as they teach in the classroom. High expectations are significant because teachers&apos; expectations influence their actions and, by extension, student learning. Williams believes then, the challenge for teacher education programs is to prepare teachers to have high expectations. He believes that in order to achieve this outcome, teacher education programs can address positive expectations as an integral part of their programs of study. Rigorous content in the deaf education classroom seems especially appropriate to him in light of the fact that 90 percent of the states have adopted the Common Core State Standards (CCSS), which seek to elevate academic achievement to ensure that students are well prepared for the demands of college and careers. Undeniably, a higher standard of learning necessitates a higher standard of teaching. Since the CCSS challenge students to pursue deeper levels of thought in the learning process, teachers will need to be able to implement instruction that promotes higher thinking skills. The article closes by reminding the reader that ethical teachers have high standards for their students, and that this is one of the most valuable lessons future teachers of deaf and hard of hearing students must learn.
Raising Courtney Just Like Her Sisters: Forging High Expectations
Author: Stelmack, Amie A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Expectation,Child Rearing,Deafness,Mothers,Parent Aspiration,Assistive Technology,Reading Achievement,Hearing Impairments,Speech Language Pathology,Parenting Skills,Parenting Styles,Parent Child Relationship,Child Development

Shortly after discovering that her youngest daughter was deaf, Amie Stelmack began hearing frightening statistics about children who were deaf. Many people--including professionals--told her about shocking statistics. The statistics indicated that deaf children often did not read beyond upper elementary level. They seemed to suggest that this would become her expectation for her daughter, Courtney. Professionals told her that even with hearing aids Courtney would never have access to spoken English. Stelmack writes in this article about a journey that began when she made a conscious decision not to accept the statistics for her child, and not to lower her expectations for Courtney. Hers is a story about a mother who passionately believes that reading nurtures our souls, is our daily bread, and was determined that Courtney&apos;s soul would not be allowed to starve simply because she could not hear.
When the Clock Is Ticking: Designing a College Reading Readiness Course
Author: Palmberg, Greta
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Readiness,Teacher Expectations of Students,Curriculum Design,Time Factors (Learning),Grouping (Instructional Purposes),Reading Materials,Vocabulary Development,Background,Reading Skills,Reading Strategies,Reading Programs

Looking back on a course they had designed, the authors recognized that the catalyst to success was the commitment to incorporating five course components: (1) substantial instructional minutes; (2) authentic academic reading material; (3) various instructional groupings; (4) instruction on vocabulary; and (5) background knowledge, and modeling of college expectations. Alone, each component was effective; together they were powerful. VECTOR started out with a goal-to assist students in becoming better readers. All of the research, teaming, and hard work paid off when these five components helped establish literacy as the foundation of academic achievement, and students excelled amid high expectations. This article provides a detailed look at each of these critical components.
Academic Rigor
Author: Tucker, James E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Accessibility (for Disabled),Educational Practices,Educational Philosophy,Educational Strategies,Child Development,Educational Quality,Educational Change,Change Strategies,Deafness,Strategic Planning,Advocacy,Academic Standards

The field of K-12 deaf education today continues to be fractured by ideological camps. A newcomer to the field quickly learns that the controversies related to language, communication, and instructional approaches continue to rage after almost 200 years of contentious debate. Much attention is given to auditory and speech development as well as sign language development. Emphasizing academic rigor is often lost in this fog of polemic war between dueling philosophies. Also missing is the importance of the students&apos; attainment of linguistic, cognitive, and social competence. James Tucker writes in this article that he feels there is too much emphasis on &quot;deaf&quot; and not enough emphasis on &quot;education.&quot; He believes that deaf and hard of hearing students everywhere deserve academic rigor. They deserve demanding academic instruction that leads to fluency in English reading and writing as well as acquired knowledge of mathematics, sciences, and social studies. Tucker points out that success stories of deaf doctors, lawyers, engineers, filmmakers, carpenters, computer programmers, writers, teachers, and entrepreneurs abound, and then he asks why then are there so many deaf students reading below grade level. He then points the path to academic rigor beginning with parents, and the quality of available support services.
Establishing and Maintaining High Expectations for Deaf/Blind Students Using a Team Approach
Author: Mockler, Kimberly
Date: 2014-00-00
Type: Journal Articles
Subjects: Expectation,Deaf Blind,Teacher Collaboration,Teamwork,Teacher Expectations of Students,Cooperative Planning,Academic Accommodations (Disabilities),Educational Practices,Visual Impairments,Special Programs,Program Descriptions

As a teacher of the deaf as well as the classroom teacher, Kimberly Mockler works very closely with the teacher of the visually impaired. This involves sharing ideas, resources, and lesson plans for the deaf/blind students. Their lessons and goals are very similar and overlap in several areas. A major challenge for both of them is maintaining high expectations for their students while still presenting lessons at the appropriate cognitive level. The teacher of the visually impaired and Mockler are presented daily with the task of helping the students learn to be independent and not depend on prompts to perform basic tasks. For example, students should not have to be prompted to open and close doors, pull out and push in chairs, feed themselves, get dressed and undressed, or use the toilet. This article provides a look at a program for Deaf/ Blind students at St. Francis de Sales School for the Deaf in Brooklyn, New York. The program was established in 2009, and involved the creation and maintenance of a collaborative team to establish and pursue high expectations for Deaf/Blind students.
High Expectations + Reading Intervention Plan = Big Jump in Students' Reading Scores
Author: Palmberg, Greta
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Programs,Intervention,Reading Achievement,Disadvantaged,Deafness,Partial Hearing,Deaf Blind,Academic Accommodations (Disabilities),Program Descriptions,Program Implementation,Transitional Programs,Reading Readiness,Adult Learning

Vocational Education, Community Training, and Occupational Relations Program (VECTOR) serves a variety of students with disabilities, about one-third of whom are deaf, hard of hearing, or deaf/blind. As part of what the federal government calls a &quot;traditionally underserved population,&quot; these students come from the homes of immigrants and refugees, homes in which there is only one parent, and homes where neither parent speaks English, or they experience other factors that make them educationally vulnerable. In the spring of 2012, the VECTOR staff for deaf and hard of hearing students teamed up to design the reading intervention that they knew was imperative. This article describes how a dedicated staff devised and implemented the program, which resulted in reading gains, motivated students to become active learners, acquire college ready skills, and open a pathway to college.
On the Home Front: High Expectations Means Never Say &quot;Never&quot;
Author: Johnson, Felicia
Date: 2014-00-00
Type: Journal Articles
Subjects: Expectation,Deafness,Mothers,Disabilities,Child Rearing,Parenting Skills,Parenting Styles,Parent Aspiration,Profiles,Educational Opportunities,Creative Activities,Child Development

In this article, Felicia Johnson presents a portrait of her daughter Shelby, who was diagnosed as profoundly deaf at the age of 6 months. At ten months, she was diagnosed as an achondroplastic dwarf, and at 18 months old she was discovered to be missing 50 percent of her myelin sheath. Believing in Shelby's independence, Johnson refused to do things for Shelby, and has found that having high expectations and never telling Shelby she cannot do something has made her ready to try anything, and it has been a pleasure to give her the opportunity and the tools and to see her succeed.
Reading for Real: Our Year with Reading Buddies
Author: Ross, Patricia
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Students,Elementary School Students,Peer Teaching,Peer Relationship,Reading Improvement,Expectation,Teacher Expectations of Students,Creative Activities,Learning Activities,Educational Practices,Reading Skills

When Patricia Ross' high school students at the Phoenix Day School for the Deaf buddied up with elementary school students to improve their reading skills, amazing things happened. As they read to them, Ross' students, who were part of the 2012-2013 Integrated Language Arts and Social Studies program, increased their reading scores and forged relationships with younger students that may endure for a lifetime. This article details Ross' observations as this process unfolded, and how her high school students stepped forward and ended up exceeding her high expectations.
Maintaining High Expectations
Author: Williams, Roger
Date: 2014-00-00
Type: Journal Articles
Subjects: Expectation,Parent Aspiration,Deafness,Partial Hearing,Sign Language,Parenting Skills,Parenting Styles,Child Rearing,Self Efficacy,Change Strategies,Learning Experience,Parent Education

Author and husband, Roger Williams, is hearing and signs fluently, and author and wife, Sherry Williams, is deaf and uses both speech and signs, although she is most comfortable signing. As parents of six children--deaf and hearing--they are determined to encourage their children to do their best, and they always set their expectations high. They have found that parenting deaf children is harder than parenting hearing children, primarily because hearing children have more options and because their adopted deaf children came to them as older children after those critical early language learning years. Here they share some strategies parents can employ to foster self-confidence in their deaf or hard of hearing child.
An Educator&apos;s Perspective: Five &quot;E&apos;s&quot; to Success with Common Core Standards
Author: Neria, Christy M.
Date: 2014-00-00
Type: Journal Articles
Subjects: State Standards,Academic Standards,Academic Accommodations (Disabilities),Deafness,Partial Hearing,Program Implementation,Teaching Methods,Educational Principles,Learner Engagement,Student Motivation,Expectation,Creative Activities,Learning Experience,Educational Practices,Educational Strategies

As a result of the implementation--and rigor--of the Common Core State Standards, many educators are looking for a different teaching approach to make content accessible to all students. Successful implementation of these standards for deaf and hard of hearing students can be achieved through what Christy Neria calls the &quot;Five E&apos;s.&quot; These are: (1) Engagement; (2) Encouragement; (3) Expectations; (4) Expression; and (5) Experience. Neria details these principals in this article, and writes that the implementation of the Common Core State Standards puts pressure on everyone--and there is no magical pedagogical equation to ensure students&apos; mastery--but these five principles may be stepping stones in supporting deaf and hard of hearing students on this rigorous journey.
How Can We Motivate Struggling Latino Adolescents to Read?
Author: Herzig, Melissa
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Motivation,Adolescent Attitudes,Reading Attitudes,Reading Interests,Hispanic American Students,Language Attitudes,Teaching Methods,Definitions,Attitude Change,Reading Difficulties,Reading Diagnosis,Cultural Influences,Educational Practices,Educational Strategies,High School Students,English (Second Language),English Language Learners,Motivation Techniques,Disabilities,American Sign Language,Sign Language

When working as a teacher of deaf students, Melissa Herzig's school was a magnet high school just five minutes from the border of Mexico, where 95 percent of the students were Latinos. The deaf students' experiences with languages may involve using American Sign Language (ASL), a sign language they may have learned in their home country, English, and Spanish. Herzig wanted to learn more about the struggling Latino adolescent students' attitudes toward reading, especially those with varied language background experiences, and if their attitudes toward the target language, English, may have been part of the reason they reported that they did not like reading. Research has shown that motivation plays an important role in literacy development, and motivation leads to differences in achievement within Latino families regardless of socioeconomic status or parents' educational background (Baker, Afflerbach, &amp; Reinking, 1996; Guthrie &amp; Wigfield, 1997). Bearing that in mind, Herzig outlines some suggestions that might help teachers maintain the students' motivation and enable them to fulfill high expectations for achieving literacy.
A Co-Teaching Model: Committed Professionals, High Expectations, and the Inclusive Classroom
Author: Lindeman, Karen Wise
Date: 2014-00-00
Type: Journal Articles
Subjects: Team Teaching,Teaching Models,Inclusion,Expectation,Educational Practices,Educational Strategies,Assistive Technology,Deafness,Partial Hearing,Professional Development,Standard Setting,Program Descriptions,Program Development,Teacher Collaboration,Partnerships in Education,Academic Achievement,Cooperative Planning,Reflection,Interpersonal Communication,Collegiality,Grade 1,Accessibility (for Disabled)

This article relates the story of a first grade teacher and a child who was the only deaf student in the entire school. Because he had no one who could communicate with him--not teachers, not students, no one, this situation tugged at the hearts of a committed team of professionals. A teacher of the deaf, a first grade general education teacher, a speech-language pathologist, an occupational therapist, and an interpreter, none of whom had worked with a deaf student before or co taught, began to work collaboratively to provide services. As professionals they looked back on the experience as one of their most rewarding--and decided to take a closer look and reflect on that year to improve their own practices and hopefully help others. Here they explore why this collaborative model worked and how a group of professionals from different disciplines, each with different goals for the student and with no experience working with a deaf child with a cochlear implant, came together to make Jeffery's year a success. Further, they wanted to see if they could use this experience to develop a co-teaching model to support other students with cochlear implants in a general education classroom. In retrospect they also ask one another, &quot;What did we do just right?&quot;
Parenting with High Expectations
Author: Timperlake, Benna Hull
Date: 2014-00-00
Type: Journal Articles
Subjects: Expectation,Parenting Skills,Parenting Styles,Partial Hearing,Deafness,Reflection,Child Rearing,Parent Aspiration,Self Advocacy,Interpersonal Competence,Emotional Development,Spiritual Development,Family Attitudes,Phenomenology

In some ways raising deaf or hard of hearing children is no different than raising hearing children; expectations must be established and periodically tweaked. Benna Hull Timperlake, who with husband Roger, raised two hearing children in addition to their deaf daughter, Genelle Timperlake Sanders, and Genelle, now a deaf professional, share their reflections on Genelle&apos;s childhood.