ethanporcaro/eric-fulltext-meta huggingface dataset:
Complicating College Students' Conception of the American Dream through Community Service Learning
Author: Seider, Scott C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Service Learning,Democratic Values,Philosophy,Social Justice,Beliefs,Outcomes of Education,Urban Universities,Qualitative Research,Interviews,School Community Relationship,Educational Practices,Opportunities,Church Related Colleges,Work Ethic,Moral Values,Control Groups,Experimental Groups,Comparative Analysis,Student Surveys,Pretests Posttests,Attitude Measures,College Students,Student Attitudes,College Instruction,Attitude Change

This study considered the impact of the SERVE Program upon participating college students' belief in the American Dream. The SERVE Program is a community service learning program sponsored by the philosophy and theology departments at Ignatius University. Using a mixed methods approach, the authors found that participating students demonstrated significant declines in their belief in the American Dream in comparison to a randomly assigned control group. Qualitative interviews revealed that the program exerted this influence, in part, by providing participants with diverse opportunities to think critically about the availability of opportunity in the United States. (Contains 2 notes, 1 footnote, and 5 tables.)
Sustained Immersion Courses and Student Orientations to Equality, Justice, and Social Responsibility: The Role of Short-Term Service-Learning
Author: Bowman, Nicholas A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Service Learning,Social Responsibility,Social Justice,Role,Immersion Programs,Outcomes of Education,College Students,Summer Programs,Surveys,Student Attitudes,College Credits

Previous research has established numerous outcomes associated with taking service-learning coursework during college. However, most studies have examined the impact of three- or four-credit courses involving engagement of several hours per week, and other research has suggested that the gains associated with service-learning are directly related to the amount of time spent engaging with the community. This study explored whether one-credit courses employing a single, sustained community immersion experience (2-7 days) are capable of improving college student outcomes. A total of 354 students who participated in one-credit service-learning courses, along with 115 students who participated in three-credit summer service-learning courses with longer immersions (8-10 weeks), completed surveys gauging orientations toward equality, justice, and social responsibility. Students in the one-credit courses gained significantly on the majority of outcomes, and these increases were generally comparable to those of students taking longer three-credit courses. Implications for practice are discussed. (Contains 2 notes and 4 tables.)
Sustained Dialogue and Civic Life: Post-College Impacts
Author: Diaz, Ande
Date: 2010-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Citizenship Education,Models,College Graduates,Student Development,Group Activities,Conflict Resolution,Graduate Surveys,Service Learning,Interviews,Questionnaires,Educational Practices,Program Effectiveness,Intergroup Relations,Intergroup Education,Communication Strategies,Interpersonal Communication,Intercultural Communication,Citizen Participation,Content Analysis

This study examined the civic outcomes of the Sustained Dialogue model. Qualitative interviews investigated the perceived impacts of dialogue experience on post-graduate civic life, generating an inventory of 29 dialogue civic outcomes across five domains: 1) cognitions, 2) behaviors, 3) attitudes 4) skills, and 5) hopes and plans for the future. Results extend past research by finding that perceived dialogue impacts lasted into the post-college years and affected future hopes and plans. Additional impacts were identified: (1) across various civic arenas of society, and (2) a transformative &quot;restringing&quot; effect, in which participants reported they were changed or transformed in subtle, complex, and pervasive ways. (Contains 2 notes and 2 tables.)
Institutionalizing Faculty Engagement through Research, Teaching, and Service at Research Universities
Author: Moore, Tami L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Universities,Institutional Mission,Barriers,Teacher Participation,Scholarship,Service Learning,Interviews,Research Needs,Faculty Workload,College Faculty,College Environment,Educational Policy,School Policy,Educational Practices,Guidelines,Questionnaires,School Community Relationship

Institutionalizing engagement, especially at research universities, calls for thinking beyond service-learning and the teaching mission. We conducted interviews with 20 faculty members at 15 research institutions in the United States who integrate teaching, research, and service in a community-focused scholarly agenda to support the civic missions of their institutions. Major findings highlight supports and barriers for faculty involvement in community-engaged work, and thereby link directly to discussions of the structures and leadership required for changing institutional policies and practices related to integration and engagement. We conclude by offering recommendations for practice and further research to support institutionalizing community engagement. (Contains 1 note and 2 tables.)
What Influences the Long-Term Sustainability of Service-Learning? Lessons from Early Adopters
Author: Vogel, Amanda L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Service Learning,Qualitative Research,Interviews,Educational Strategies,Program Implementation,Program Effectiveness,Sustainability,College Curriculum,Influences,Demonstration Programs,Federal Programs,Allied Health Occupations Education,Grants,School Policy,Institutional Characteristics,College Environment,Barriers,Educational Finance,Resource Allocation

As service-learning is adopted by growing numbers of higher education institutions, there is increasing interest in understanding the factors necessary to sustain service-learning for the long-term. Institutions that were early adopters of service-learning may offer important insights into what factors influence long-term sustainability. With this aim in mind, we conducted a retrospective, qualitative study of the ten-year sustainability of service-learning among a cohort of sixteen colleges and universities that participated in a national demonstration program of service-learning from 1995 to 1998. We assessed the extent to which service-learning was sustained at each institution, and explored the factors that influenced sustainability, including facilitators, challenges, and strategies for success. (Contains 6 notes and 2 tables.)
A City-Campus Engagement Theory from, and for, Practice
Author: Hoyt, Lorlene
Date: 2010-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Urban Education,Partnerships in Education,Community Development,Service Learning,Interviews,School Community Relationship,Educational Practices,Educational Strategies,Program Effectiveness,College Programs,Urban Studies,Program Descriptions,Urban Universities

This article tells a story of practice, a story of theory, and how each informs and transforms the other through a two-way flow of people and knowledge from a city to a campus and back again. By reflecting with fellow participants on the events and outcomes of a sustained city campus partnership, the author introduces a theory of engagement from and for practice, and strategies such as investing in human relationships and using instruments-for-action. (Contains 6 notes.)
Showing Your Students You Care: Seeing the Individual Trees in the Classroom Forest
Author: Philipp, Randolph A.
Date: 2010-05-00
Type: Journal Articles
Subjects: Caring,Classroom Techniques,Teacher Role,Teacher Student Relationship,Teaching Methods,Discipline,Homework,Student Teachers,Student Teaching,Mathematics Education,Mathematics Instruction,Mathematics,Interviews,Student Evaluation,Elementary School Mathematics,Secondary School Mathematics

Teaching is a complex profession, and although every context is unique, teachers face common challenges. The authors have identified two challenges that nearly every teacher encounters: (1) managing a classroom of students; and (2) addressing the needs of individual students. Although these are not teachers' only challenges, the authors highlight them because they think that they are ubiquitous. The first, learning to manage a classroom, includes disciplining students, assigning and collecting homework, as well as assessing and evaluating students. Classroom management is the first, and usually the greatest, challenge for new teachers, but it is one that teachers generally master within a few years. The second is different from the first in that, the authors believe, meeting the needs of individual students is a challenge that all teachers continue to grapple with throughout their careers. In this article, the authors offer a general recommendation to new (and experienced) teachers at all levels for both managing a classroom of students and addressing the needs of individual students. They call this recommendation "showing your students that you care." The authors first explain what they mean by "caring" and then offer specific ways teachers might apply caring and its usefulness in their teaching.
Plan B: If I Knew Then What I Know Now
Author: Martin, Danny Bernard
Date: 2010-05-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Methods Courses,Teacher Education Programs,Mathematics Teachers,Teaching Methods,Mathematics,Mathematics Curriculum,Teacher Education,Faculty Development,Mathematics Instruction,Mathematics Education,Vignettes,Mathematical Concepts,Mathematical Formulas,High School Students

Methods courses in teacher education programs often stress the importance of planning and preparation. However, there is no real substitute for experience and ongoing professional development; learning for a mathematics teacher is a continuous endeavor. While university coursework is helpful, the preparation for planning discussed in this coursework is often in relation to idealized situations and scenarios. It is quite rare when what is planned for and what actually happens in the mathematics classroom align. The authors suggest that new teachers begin, as early as possible, to develop the "Plan B" ability. By this, they mean the capacity to reflect on and adapt to unexpected situations in the classroom by developing and implanting new, real-time action plans to address emergent goals. Flexibility adapting is a skill in itself and is a function of several factors, including: (1) a teacher's confidence in, and depth of understanding for, their content knowledge, which allows them to make well-reasoned pedagogical decisions in response to unanticipated classroom occurrences; (2) a teacher's ability to build a community of learners who trust the adjustments a teacher needs to make in response to unexpected twists and turns in the classroom; (3) a teacher's ability to assess, individually and collectively, where students are in the learning process, from moment to moment; and (4) a teacher's willingness to reflect, record, and revise their lesson plans and goals. In this article, the authors make suggestions in each of these areas as a way to support and empower new teachers.
Developing Mathematics Content Knowledge along New Paths: Shifting from Student to Teacher
Author: Enderson, Mary C.
Date: 2010-05-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Teachers,Teacher Student Relationship,Computation,Mathematical Concepts,Mathematics,Algebra,Geometry,Geometric Concepts,Mathematics Instruction,Trigonometry,Memorization,Teaching Experience,Learning Experience,Lifelong Learning

Today's classrooms pose many challenges for new mathematics teachers joining the teaching force. As they enter the teaching field, they bring a wide range of mathematical experiences that are often focused on calculations and memorization of concepts rather than problem solving and representation of ideas. Such experiences generally minimize what teachers are capable of practicing in the classroom. Teachers need to become serious learners of practice rather than learners of strategies and activities. This involves teachers taking steps to understand the mathematics they will teach and what it means to reason and understand mathematically. This process also entails teachers moving from their own teaching experiences as learners into a more deliberate perspective of what it means for students to learn. The authors believe that providing prospective teachers with "rich" investigative learning experiences in their mathematics content courses may lead these future teachers to reflect on how such experiences can potentially play out in their future classrooms as well as impact their own students' life-long learning of mathematics. (Contains 1 table, 1 figure and 6 resources.)
How Elementary School Principals with Different Leadership Content Knowledge Profiles Support Teachers' Mathematics Instruction
Author: Nelson, Barbara Scott
Date: 2010-05-00
Type: Journal Articles
Subjects: Mathematics Education,Teacher Supervision,Profiles,Leadership,Mathematics Instruction,Principals,Elementary Education,Mathematics,Lifelong Learning,Mathematics Curriculum,Case Studies,Classroom Observation Techniques,Educational Strategies

Classroom observation and teacher supervision is an important part of the life of schools. From the teacher's point of view it can be an opportunity for one's principal to get to know one's work and provide opportunities for continued learning; or it can be an ordeal. From the principal's point of view it can be an opportunity to understand what is going on in mathematics classrooms in his school and to offer help to teachers; or it can be a perfunctory process of filling out a checklist. This article reports the results of a study conducted to determine the role principals' leadership content knowledge (LCK) plays in their observations of mathematics classrooms and conferences with teachers. The researchers were particularly interested in how different LCK "profiles"--particular combinations of principals' mathematics knowledge for teaching and their beliefs about mathematics learning and teaching--affected principals' goals for mathematics instruction and their approaches to the supervision of teachers. Data from case studies of elementary principals at work in their schools show that principals with different LCK profiles use very different criteria when evaluating mathematics classes. Their LCK for mathematics affects what they notice and value when observing math classes, what they talk about with teachers during post-observation conferences; and how they interact with teachers during post-observation discussions. Principals with different LCK profiles also provide very different kinds of support for teachers.
Navigating the Peaks and Valleys of Teaching
Author: Seeley, Cathy
Date: 2010-05-00
Type: Journal Articles
Subjects: Teaching (Occupation),Foreign Countries,Teacher Competencies,Mathematics Instruction,Mathematics Education,Teaching Experience,French,Mathematics Teachers

After 30 years in education, the author decided to follow a lifelong dream to join the Peace Corps. She was assigned to teach mathematics (in French) in a small country in West Africa for two years. Reflecting on her life as a new Peace Corps volunteer, the author offers in this article some parallels between that experience and the early days, months, and years of a teacher's entry into the teaching profession.
New-Teacher Induction 2.0
Author: Taranto, Greg
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Program Evaluation,Online Courses,Beginning Teacher Induction,Teaching Methods,Distance Education,Instructional Design,Instructional Development,Program Implementation,Pretests Posttests,Teacher Surveys,Questionnaires,Focus Groups,Communities of Practice,Professional Development,Pilot Projects,Technology Uses in Education

The purpose of this program evaluation study was to design, implement, and evaluate the effectiveness of incorporating an online learning community as part of a comprehensive new-teacher induction program. The researcher, who serves as the middle school principal and new induction coordinator for the school district, used a mixed-method approach to collect and analyze the results of the study. First, the researcher created an online learning community model based on the results of a comprehensive review of literature and a previous year's pilot study. Next, the researcher implemented an online learning community in the form of a wiki. The study evaluated the implementation of the model through the perspectives of all the participants: new teachers and contributors (veteran teachers, principals, central office administrators, and professors from schools of education). The data (pre- and postsurveys, questionnaires, and focus-group sessions) revealed positive results for the new induction online learning community format. (Contains 9 tables and 3 figures.)
Jumpstarting Novice Teachers' Ability to Analyze Classroom Video: Affordances of an Online Workshop
Author: Baecher, Laura
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Electronic Learning,Video Technology,Feedback (Response),Student Reaction,Observation,Online Courses,Computer Assisted Instruction,Workshops,Beginning Teachers,Teacher Education,Masters Degrees,Elementary Secondary Education

Video analysis of teaching is an important element of teacher education, yet the skills of classroom observation are often assumed rather than explicitly taught. To prepare a group of teacher trainees to interpret videos of their own teaching, the researchers developed a self-paced, online workshop to introduce micro-ethnographic techniques for observing and analyzing teaching through video. A series of video tutorials and activities guides teacher trainees through the process of viewing the same video clip through different lenses. They are asked to reflect on student response opportunities, teacher use of praise, and feedback to student error. Results indicate that this training led to strong learning outcomes, such as seeking specific evidence from the video to support claims and being more cautious about making judgments. Findings also suggest that instruction in video analysis techniques is particularly suited for online learning environments. (Contains 3 tables and 1 figure.)
Web 2.0 Tools and the Reflections of Preservice Secondary Science Teachers
Author: Andersen, Lori
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Web Sites,Methods Courses,Teacher Education Curriculum,Electronic Publishing,Action Research,Science Teachers,Cooperating Teachers,Researchers,Teaching Methods,Graduate Study,Preservice Teacher Education,Secondary Education,Science Instruction

This study examined the effect of using blogs as reflective journals during a methods course and practicum period on preservice science teacher reflections. The researchers investigated blogging and commenting as potential catalysts for critical reflection using an action research approach. The participants were 10 graduate preservice secondary science teachers (3 male, 7 female) ranging in age from 21 to 33 years old at a public university in Virginia. The researchers assessed the quality of their reflections each week for 10 weeks using a 4-level scale. Thirty percent of the preservice teachers reflected critically. Significantly less commenting occurred during the second half of the study (chi[superscript 2](1) = 9.62, p = 0.002). A higher percentage of the two highest ratings occurred when reflections were about preservice teachers' own actions (95%) compared to their observations of cooperating teachers (54.5%). Blogs have the potential to support specialized professional learning communities. This article discusses recommendations for modifications to methods courses. (Contains 9 tables and 2 figures.)
The Preservice Technology Training Experiences of Novice Teachers
Author: Sutton, Susan R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Interviews,Educational Technology,Teacher Attitudes,Novices,Preservice Teacher Education,Preservice Teachers,Technology Education,Teaching Skills,Knowledge Base for Teaching,Pedagogical Content Knowledge,Case Studies,Content Analysis,Transcripts (Written Records),Learning Experience,Teaching Experience,Relevance (Education),Alignment (Education),Student Teacher Attitudes

The researcher designed this qualitative study to identify and explore the preservice technology training experiences of novice teachers and examine their perceptions of how well their teacher preparation program equipped them with the knowledge and skills necessary to fulfill the National Educational Technology Standards for Teachers (NETS.T). The researcher collected data by following an instrumental case study design utilizing semi-structured interviews, documents, and field notes. Simultaneous collection and analysis of the data helped the researcher to create a deeper understanding of the technology training experiences of novice teachers. The findings were organized into major themes that facilitated interpretation through the lens of ISTE's Essential Conditions for Implementing NETS for Teachers (ISTE, 2000b). The data analysis revealed three major themes: (a) a disconnect between technology training and other aspects of teacher training, (b) a lack of content-area relevance, and (c) inadequate retention and transfer. (Contains 5 tables.)
Promoting Urban Teachers' Understanding of Technology, Content, and Pedagogy in the Context of Case Development
Author: Mouza, Chrystalla
Date: 2011-00-00
Type: Journal Articles
Subjects: Urban Teaching,Case Method (Teaching Technique),Professional Development,Technology Integration,Pedagogical Content Knowledge,Reflection,Reflective Teaching,Transformative Learning,Educational Practices,Performance Factors,Feasibility Studies,Charter Schools,Personal Narratives,Knowledge Base for Teaching

This study investigated the potential of a professional development program centered on case development to help urban teachers: (a) integrate technology with content and pedagogy and (b) cultivate habits of reflection required to learn from practice. Qualitative analysis revealed that case development helped teachers develop an understanding of the nuanced relationships among technology, content, and pedagogy and engage in the type of reflection that enables learning from practice. Nevertheless, variability existed in the ways that teachers applied new knowledge to practice. Factors that influenced teachers' learning and practice included beliefs about students, prescribed curricula, and lack of resources. (Contains 5 tables and 3 figures.)
Lessons Learned from the Holocaust: Blogging to Teach Critical Multicultural Literacy
Author: Stevens, Elizabeth Years
Date: 2011-00-00
Type: Journal Articles
Subjects: Grounded Theory,Web Sites,Electronic Publishing,Action Research,Educational Technology,Literacy,Teaching Methods,Death,Case Studies,Qualitative Research,Teacher Education,Graduate Study,Information Technology,Interviews,Surveys,Coding,Critical Reading,Learning Theories,Course Content,Multicultural Education

This qualitative dual-case study addresses two 21st century teacher education imperatives, technology infusion and critical multicultural literacy instruction. We researched the integration of a blog as a tool to promote technology use in a graduate course on literacy and technology with a thematic focus on the Holocaust. Using a grounded theory approach (Corbin & Strauss, 2008), we analyzed data sources, including interviews, blog postings, and surveys. We conducted a second analysis using a priori coding schemes to further analyze students' blog posts. Findings suggest that blogging has the potential to enhance knowledge of the ways technology can be harnessed to promote critical multicultural literacy instruction. From an action research stance, we also discuss implications for our future practice. (Contains 4 tables.)