ethanporcaro/eric-fulltext-meta huggingface dataset:
Loving Whiteness to Death: Sadomasochism, Emotionality, and the Possibility of Humanizing Love
Author: Matias, Cheryl E.
Date: 2013-01-00
Type: Journal Articles
Subjects: Whites,Emotional Response,Caring,Social Attitudes,Social Values,Intimacy,Racial Factors,Critical Theory,Race,Sociology,Womens Studies,Social Psychology,Pain,Satisfaction,Mental Disorders,Sexuality,Humanization,Minority Groups

Although scholars have articulated how whites institutionally, economically, and socially invest in their whiteness, they have paid little attention to white emotionality. By explicating a critical, more humanizing theory of love that accounts for the painful process of sharing in the burden of creating humanity, this psychoanalytic theoretical essay illustrates how the norms and values of white emotionality are premised on a sadomasochistic notion of love. Finally, the authors re-imagine a different set of norms and values through a critical humanizing pedagogy of love, one that can only be realized when whites learn to &quot;love whiteness to death.&quot; That is, whites need to find not just the political will but also the emotional strength (i.e., vulnerability) necessary to eliminate the white race as a sociopolitical form of human organization and free themselves and others from the shackles of the institution of race.
Race, Class, and Whiteness in Gifted and Talented Identification: A Case Study
Author: Barlow, Kathleen
Date: 2010-02-00
Type: Journal Articles
Subjects: Case Studies,Talent Identification,Gifted,Equal Education,Special Education,Whites,Civil Rights,Magnet Schools,School Desegregation,School Resegregation,Race,Social Class

What began fifteen years ago as a volunteer effort to promote desegregation via a gifted and talented magnet school has become a case study analyzing inequalities in the identification of young children for gifted and talented services. We use Cheryl Harris' (1993) argument that &quot;whiteness&quot; is a form of property that creates and maintains inequalities through the conjoining of race and class. We show how gifted and talented status meets the criteria of white property interests and is defended by recourse to law and policy. Efforts to improve identification of students for gifted services reveal that the implicit operation of these interests is an important reason why identification practices favoring white and middle-class children have been resistant to change. Dismantling underlying white property interests in gifted and talented identification is a necessary, though not sufficient step, toward a more just educational system.
Theorizing Food Sharing Practices in a Junior High Classroom
Author: Rice, Mary
Date: 2013-01-00
Type: Journal Articles
Subjects: Junior High Schools,High School Students,Teacher Student Relationship,Food,Classroom Environment,Classroom Techniques,Teaching Methods,Interaction,Narration,Educational Practices,Ethnography

This reflective essay analyzes interactions where food was shared between a teacher and her junior high school students. The author describes the official uses of food in junior high school classrooms and in educational contexts in general. The author then theorizes these interactions, suggesting other semiotic, dialogic, and culturally encoded possibilities for interpreting food exchanges between teachers and students. These possibilities are contextualized using several stories that demonstrate socially grounded interpretations of food use, which contrast with typical notions of how food operates in educational contexts. The implications of these stories raise questions about how relationships are built and maintained in classrooms, what happens in reality when items are banned at school, and what possibilities exist for teachers as they approach classroom interactions in more strategic ways.
Artifactual Critical Literacy: A New Perspective for Literacy Education
Author: Pahl, Kate H.
Date: 2011-10-00
Type: Journal Articles
Subjects: Critical Literacy,Literacy Education,Culture,Interdisciplinary Approach,Critical Theory,Race,Case Studies,Semiotics,Story Telling,Foreign Countries,Exhibits,High School Students,Films

In this article, we propose a framework for literacy education, called artifactual critical literacy, which unites a material cultural studies approach together with critical literacy education. Critical literacy is a field that addresses imbalances of power and, in particular, pays attention to the voices of those who are less frequently heard. When critical literacy education is joined with a material cultural studies approach, which holds that cultural &quot;stuff&quot; (Miller, 2010) matters as a form of expression and also as embedded cultural practice, literacy practices such as hip hop and vernacular literacies are then given more attention alongside canonical texts. Stories connected to objects and home experience can provide a platform and starting point for text-making. Text-making can also be set within a framework that is multimodal and allows for a much wider concept of meaning making. In this article we combine practical examples with a new theoretical framework that brings these traditions together.
Teacher Education for Social Justice: What&apos;s Pupil Learning Got to Do with It?
Author: Cochran-Smith, Marilyn
Date: 2010-02-00
Type: Journal Articles
Subjects: Social Justice,Teacher Education Programs,Qualitative Research,Teacher Competencies,Program Evaluation,Program Effectiveness,Evaluation Methods,Scoring,Student Evaluation,Planning,Learning Activities,Assignments,Educational Quality,Test Construction,Accountability,Longitudinal Studies,Language Arts,Mathematics Instruction,Writing Instruction,Social Studies,Science Instruction,Tests,Elementary Secondary Education

There are many controversies related to the increasingly widespread theme of &quot;social justice&quot; in teacher education, including debates about whether and/or how promoting pupils' learning is part of this theme. This article briefly discusses the concept of teacher education for social justice in terms of pupils' learning and then considers this notion in terms of the current press to hold teacher education accountable for learning. The article then presents the results of the &quot;Teacher Assessment/Pupil Learning&quot; (TAPL) study, an analysis nested inside a larger qualitative study about learning to teach over time in a preparation program with a stated social justice agenda. The purpose of the TAPL analysis was to evaluate the outcomes of teacher education for social justice by assessing the intellectual quality of assessments created or used by teacher candidates during the student teaching period and also to assess the quality of their pupils' responses to those assessments. The project used Newmann and Associates' (1996) framework of &quot;authentic intellectual work&quot; and the scoring system that emerged from that framework because of their general consistency with the idea of social justice. Drawing on scored examples of teacher candidates' assessments and pupils' work samples, the article shows that many teacher candidates created cognitively complex and authentic learning opportunities for their pupils and that when pupils had more complex classroom assignments, they produced higher quality work. The article concludes that although it is complex, it is possible to construct teacher education assessments, such as the TAPL, that focus on pupil learning outcomes in ways that are consistent with social justice, especially preparation for a democratic society.
Teacher Perceptions Regarding Teaching and Learning of Seasonal Change Concepts of Middle School Students with Visual Impairments
Author: Wild, Tiffany A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Science Teachers,Teacher Attitudes,Science Instruction,Scientific Concepts,Climate,Teaching Methods,Middle School Students,Disabilities,Visual Impairments,Comparative Analysis,Conventional Instruction,Inquiry,Active Learning,Interviews,Special Schools,Outcomes of Education

This study examines two classroom teachers' of students with visual impairments perceptions of middle school students with visual impairments learning of seasonal change and the teaching methods used in their classrooms. These perceptions were compared to data that documented student learning of the science content of seasonal change. The first teacher taught seasonal change concepts to middle school students with visual impairments using traditional instruction methodologies. The second teacher taught the same concepts using inquiry-based methodologies. Both classroom teachers were interviewed in order to probe their thinking about their classroom practices and the strategies they used. Upon completion of the inquiry-based lessons, the inquiry-based teacher stated that she will continue to utilize these lessons in the future and will not change any lessons. The traditional group teacher stated he would not make any changes but would add only a few units before teaching seasons. Both felt that students learned the reasons for seasons. Data showed that students in the traditional group were not as successful as their peers in the inquiry-based group.
Solving Word Problems: As Easy As PIES!
Author: Heater, Mary Jane
Date: 2012-00-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Problem Solving,Mnemonics,Equations (Mathematics),Learning Disabilities,Inclusion,Secondary School Science,Physics,Science Instruction,Teaching Methods,Secondary School Teachers,Secondary School Students

Many students are challenged when tasked to complete a word problem. While they may know the procedural steps to solve an equation, translating a word problem into an appropriate equation and producing a solution may often cause students to become confused or unwilling to try. This article provides a potential solution for teachers by discussing the use of a simple mnemonic tool to help organize the process. Mnemonics are a useful and effective strategy to help students with learning disabilities remember information and process steps. In the strategy presented, the mnemonic PIES is used to describe a 4-step process for solving word problems in which the acronym is described as P = Picture (draw a simple sketch) based on the situation described by the word problem), I = Information (circle key words in the problem and write next to picture), E = Equation (find an equation that fits the information), and S = Solve (solve the equation to produce an answer). PIES has been successfully used with all students in an inclusive high school Physics classroom, as well as self-contained high school science classes. Suggestions and an example for teachers are included.
New Orleans Education Reform: A Guide for Cities or a Warning for Communities? (Grassroots Lessons Learned, 2005-2012)
Author: Buras, Kristen L.
Date: 2013-01-00
Type: Journal Articles
Subjects: Educational Change,Urban Education,Educational Policy,Charter Schools,Teacher Recruitment,African American Education,Resistance to Change,Critical Theory,Race,Human Capital,Special Education

Louisiana Senator Mary Landrieu, co-chair of the Senate Public Charter School Caucus in Washington, DC, hosted a forum for education policymakers. It centered on &quot;New Orleans-Style Education Reform: A Guide for Cities (Lessons Learned, 2004-2010),&quot; a report published by the charter school incubator New Schools for New Orleans (NSNO). Through human capital and charter school development, the report asserts, New Orleans has become a national leader in education reform. In this essay, members of Urban South Grassroots Research Collective, including education scholars and those affiliated with longstanding educational and cultural organizations in New Orleans, reveal that such reform has been destructive to African American students, teachers, and neighborhoods. Inspired by critical race theory and the role of experiential knowledge in challenging dominant narratives, authors draw heavily on testimony from community-based education groups, which have typically been ignored, regarding the inequitable effects of New Orleans' school reform. While the &quot;Guide for Cities&quot; is used as a sounding board for concerns and critiques, this essay challenges claims that have circulated nationally since 2005--ones that laud New Orleans as a model to be followed. This essay also charts the elite policy network that has shaped the city's reform, with NSNO playing a central part, in order to reveal the accumulative interests of education entrepreneurs. A postscript [&quot;New Orleans Students Protest for Quality Education and the Right to Fairness and Dignity&quot; (Adrienne D. Dixson, Ashana Bigard, and Walter Cohen High School students)] illustrating parent and student resistance to charter school reform in New Orleans reminds urban communities elsewhere that current reforms are not a guide but a threat to those struggling for racial and educational justice. [This article was written in conjunction with the members of Urban South Grassroots Research Collective.]
Connecting Transnationalism to the Classroom and to Theories of Immigrant Student Adaptation
Author: Sánchez, Patricia
Date: 2012-01-00
Type: Journal Articles
Subjects: Immigrants,Student Adjustment,Global Approach,Behavior Theories,Life Style,Cultural Maintenance,Public Schools,Sociology,Anthropology

This essay describes the importance of transnationalism in the lives of U.S. immigrant students and their families and how public school educators and researchers have neither adequately recognized nor situated this lifestyle. The authors discuss globalization and what propels transnational movement and argue that existing immigrant adaptation research from the fields of sociology and anthropology focuses on immigration processes extensively without making connections to the classroom. The authors maintain that transnationalism remains largely undertheorized in educational research. Drawing on their experiences as researchers and teachers, the authors provide a glimpse into the lives of these &quot;overlooked&quot; transnational students through a series of vignettes. The essay concludes by addressing the teaching and learning implications of working with transnational students.
Providing the Fuel (and Passing the Flame)
Author: Pagano, Todd
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Disabilities,Student Placement,Job Placement,Science Careers,STEM Education,Mentors,Caring,Teacher Effectiveness,Technical Institutes,Special Schools,Teacher Student Relationship

At the risk of opening with a cliché statement- at the heart of the most effective mentor is a burning passion. The fuel for this passion is a desire to convince, not just try to, but actually convince your mentee that you care about their success (be it in the classroom, career, or personal life). I am guilty of believing in, and living by, this cliché. However, despite passion being my primary motivator, I am not unwilling to admit that rationale for mentoring can sometimes transcend this ethically normative line of thinking. I believe that there are also sometimes quantitative, even economic, reasons to validate good mentoring. It's true--every child that I help to breakdown a sense of &quot;science-phobia&quot; and encourage into the field represents another individual that may potentially bolster the future STEM workforce. Every deaf and hard-of-hearing (D/HH) student that I help to place into the science workforce represents another individual that will not be undervalued or overlooked by society, but rather will be praised as a valued contributor to society. And one never knows what portion of the mentoring relationship is going to be the &quot;nugget&quot; that forever changes the mentee's life (leading to obtaining a career, becoming a lifelong learner, finding self-confidence, etc.). If passion is the sign of a caring mentor, and life-quality indicators for the mentee are validation for an effective mentor, then the modi operandi are to open doors, provide opportunities, model appropriate behaviors, encourage/support, educate, and jointly share satisfaction in the successes of the mentee.
Educational Opportunity and Contentious Politics: The 2011 Chilean Student Movement
Author: Salinas, Daniel
Date: 2012-01-00
Type: Journal Articles
Subjects: Educational Opportunities,Politics of Education,Activism,Foreign Countries,College Students,Social Change,Educational Change,Educational Policy,Neoliberalism,Theories,Newspapers

The 2011 Chilean student movement was one of the most massive and original processes of social mobilization in Latin America in the last decade. Led by university students, the movement challenged the longstanding free-market orientation of educational policies in Chile, demanding a more active role for the State in the regulation and supply of education. In this article, we study the main educational and social factors that explain the emergence of the movement. We draw upon social movement theory as an analytical framework and use newspaper articles as basic sources of data. Our research suggests that the simultaneous expansion and privatization of the Chilean education system provided students not only with mobilizing grievances (e.g., disparity in access and quality) but also with capabilities and resources (e.g., critical awareness and higher aspirations) to advance political mobilization. We also find that student organizations created effective frames to take advantage of the windows of opportunity opened in Chilean democracy. Implications for comparative international research on education reform and social movements are also discussed.
The Importance of Replication in Measurement Research: Using Curriculum-Based Measures with Postsecondary Students with Developmental Disabilities
Author: Hosp, John L.
Date: 2018-03-00
Type: Journal Articles
Subjects: Replication (Evaluation),Evaluation Research,Curriculum Based Assessment,Developmental Disabilities,Two Year College Students,Achievement Tests,Validity,Reading Tests,Mathematics Tests,Statistical Analysis

Replication is a foundation of the development of a knowledge base in an evidence-based field such as education. This study includes two direct replications of Hosp, Hensley, Huddle, and Ford which found evidence of criterion-related validity of curriculum-based measurement (CBM) for reading and mathematics with postsecondary students with developmental disabilities (DD). Participants included two cohorts of postsecondary students with DD enrolled in a 2-year certificate program at a large Midwestern university (n = 24 and 21). Using the same standardized procedures as Hosp et al., participants were administered CBMs for Oral Passage Reading (OPR), Maze, Math Computation, and Math Concepts and Applications. Descriptive statistics and bivariate correlations between CBMs and the content-appropriate &quot;Woodcock-Johnson Tests of Achievement--Third Edition&quot; were calculated. No significant differences in criterion-related validity coefficients between cohorts were found but differences between the correlations for Math Computation and Math Concepts and Applications identified in Hosp et al. were not found in either replication cohort.
Neighborhood Ethnic Density as an Explanation for the Academic Achievement of Ethnic Minority Youth Placed in Neighborhood Disadvantage
Author: Madyun, Na'im
Date: 2010-02-00
Type: Journal Articles
Subjects: Underachievement,Minority Group Students,Disadvantaged Youth,Context Effect,Neighborhoods,Racial Composition,Ethnic Groups,Hierarchical Linear Modeling,Hmong People,Asian American Students,White Students,Crime,Poverty,Comparative Analysis,Racial Differences,Predictor Variables,Environmental Influences,Immigrants,Statistical Analysis,Achievement Tests,Hypothesis Testing,Grade 7,Grade 8,Student Characteristics

The underachievement of ethnic minority youth from disadvantaged neighborhoods is a pervasive educational issue this nation is facing. Based on an ecological perspective, we examined the contextual effects of neighborhood ethnic density and neighborhood disadvantage on the academic achievement of Hmong immigrant youths. Utilizing hierarchical linear modeling techniques in analyzing 3,185 Hmong and White students (for comparisons) across 79 neighborhoods, we found when we controlled for student demographics, Hmong students in the most disadvantaged neighborhoods (high-crime and high-poverty) performed better academically than their ethnically identical peers in the more safe and affluent neighborhoods. Further, with student demographics held constant, Hmong adolescents in the most disadvantaged neighborhoods academically outperformed their White counterparts with the same neighborhood conditions. These intriguing findings resulted from ethnic density in that the predictor of the Hmong population percentage in each neighborhood appeared to absorb the significant effect of neighborhood types. Hmong students would be more likely to achieve highly when they were surrounded by more Hmong residents in their neighborhoods. The logic behind ethnic density functioning as a positive factor for Hmong students within neighborhoods high in disadvantage is discussed along with the implications of this finding for policy.
The Politics of School Reform: A Broader and Bolder Approach for Newark
Author: Noguera, Pedro A.
Date: 2011-01-00
Type: Journal Articles
Subjects: Politics of Education,Educational Change,Urban Schools,Educational Improvement,Poverty,Academic Achievement,Outcomes of Education,School Restructuring,Models,Neighborhoods,Elementary Secondary Education

A substantial body of evidence has shown that past reforms have largely failed to improve schools in urban areas. After reviewing some of the major reforms that have been undertaken over the last 20 to 30 years the authors conclude that prior efforts failed to address the numerous ways in which poverty influences student academic outcomes and school performance (Coleman et al., 1966; Rothstein, 2004). As a contrast to the decontextualized approach to school improvement that has characterized national reforms, a new strategy to school improvement that is underway in Newark, New Jersey is presented as an alternative model. Conceived as a demonstration model for the Broader and Bolder Approach, the Newark strategy follows an approach that has been pursued by the Harlem Children's Zone, the Children's Aid Society, and a small number of similar efforts. These initiatives are based on the premise that educational reforms must be designed to counter and mitigate the effects of social and economic conditions in the local environment. The case of Newark is presented as a model for what it might take to enable a greater number of schools in distressed neighborhoods to experience success.
From Life in the Gutter to a Pedagogy of Freedom: The Importance of Learning from Young People
Author: Brion-Meisels, Gretchen A.
Date: 2011-01-00
Type: Journal Articles
Subjects: Neoliberalism,Educational Change,Democracy,Educational Practices,Teaching Methods,Freedom,Student Attitudes,Participative Decision Making

This article is a response to &quot;Living in the Gutter: Conflict and Contradiction in the Neoliberal Classroom, A Call to Action&quot; (2011, this volume). Among other critical insights, Ayers and Ayers argue that conversations about educational reform must be framed in ways that center education for democracy. Here, the author builds on this argument by suggesting that young people must be fully welcomed and involved in the construction of this alternative frame.