ethanporcaro/eric-fulltext-meta huggingface dataset:
Got Languages? Powerful Skills for the 21st Century
Author: McClendon, Lynne
Date: 2011-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Language Acquisition,Language,Knowledge Level,Partnerships in Education,Second Language Learning,Second Languages

There is growing recognition of the value of language acquisition as a tool for 21st century citizens. Being able in another language to communicate information, know-how, and expertise--all rooted in content knowledge and application--elevates the level at which a person is capable of interacting. America's future, from many reports, is increasingly going to need precisely this type of interaction from its citizens to keep the country competitive and in a leadership role. However, the educational system has yet to embrace a comprehensive plan for ensuring students have access to quality articulated long-sequenced programs of language study. At least one program on the national landscape, the &quot;Partnership for the 21st Century Skills,&quot; has included foreign language study in its attempt to reexamine the educational direction for the United States. The organization's mission was to build collaborative partnerships among education, business, community, and government leaders. They sought to develop a snapshot of the sort of education a person living and working in the 21st century would need to be self-sustaining and a productive member of society. The Partnership has endured some criticism that its focus seems to highlight skills rather than a mastery of core academic subjects, but with any emerging document, the scope and multiple components of such an undertaking may seem skewed. This article contains excerpts from two documents published by the &quot;Partnership for 21st Century Skills.&quot; The first shows an overview of the core subjects, skills, and themes. The overview is provided to give readers some insight into the nature of this educational framework. The second focuses on surveys taken in 2006 that were directed at obtaining a corporate perspective on the readiness of new entrants into the U.S. workforce.
Perceptions of the Culture and Communications Standards
Author: Sandarg, Jana
Date: 2011-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,College Students,College Faculty,Foreign Countries,Teacher Surveys,Student Surveys,Language Proficiency,Study Abroad,Spanish,Standards,Communication Skills,Comparative Analysis,Cross Cultural Studies

This article discusses the impact of the Standards for Foreign Language Teaching in the 21st Century on language programs at American universities. Surveys were administered to American students and to faculty at a university in Spain asking questions about the five goal areas of the standards. Responses from these groups were analyzed and compared with responses of faculty at American institutions. Although most faculty informants in the U.S. and in Spain said they were familiar with the goals of the standards, findings indicate that grammatical accuracy is perceived to be the primary focus of language programs in the U.S. Faculty in the U.S. reported that they felt underprepared to teach culture and communication skills and unsure of the role of linguistics in the development of students' language proficiency.
The Academic Experiences of Native Spanish Speakers in the Traditional Spanish Classroom
Author: Sanders, Lealane
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Experience,Native Language,Secondary School Students,Spanish Speaking,Second Language Learning,Difficulty Level,Student Placement,Academic Ability,Student Needs,Limited English Speaking,Hispanic American Students,Public Schools,Teacher Expectations of Students,Magnet Schools,Rural Schools,Small Schools,Diaries,Language Attitudes,Code Switching (Language),Leadership Role,Peer Relationship,Cultural Background,Oral English,Language Proficiency,Classroom Environment,Family Environment

This study examines the academic experiences of heritage Spanish-speakers who were placed in a traditional Spanish class for non-Spanish speakers at the secondary level. Each of the participants in the study demonstrated advanced-levels of oral proficiency in Spanish yet each was placed in a beginning-level Spanish class. An ethnographic case study method was used to explore the effect of this inappropriate placement on the students' linguistic abilities and academic identities. This study addresses an all-too-common practice that fails to advance heritage language students' knowledge of their native language. The needs of these students differ from those of non-native speakers, and the type of class that they take should reflect this.
The Effects of Interactive Note-Taking on Increasing Rigor and Student Achievement for High-School Foreign Language
Author: Droms, Laura
Date: 2013-00-00
Type: Journal Articles
Subjects: Notetaking,Interaction,High School Students,Second Language Learning,Spanish,Academic Achievement,Educational Quality,Difficulty Level,Critical Thinking,Self Esteem,Language Tests,Scores,Student Participation

This study examined the effects of interactive note-taking, a method that relies on student interaction with teacher-provided notes, on student test scores and critical thinking skills in the high-school Spanish classroom. It also examined how interactive notetaking affected students' confidence in note-taking and critical thinking skills and their level of participation in the classroom. Over a five-week period, interactive note-taking was implemented in one class (n = 29) while traditional foreign language methods were used in another class (n = 32). Changes in student evaluative performances were determined by comparing pre-intervention test scores to test scores during the intervention period. Pretest and posttest scores on a critical thinking skills test were used to determine the effects on critical thinking skills. Surveys were used to ascertain the effects on students' confidence, and field notes and participation data were used to assess the quantity and quality of student participation in the classroom. Results indicated an increase in student test scores, critical thinking skills, and the quantity and quality of student participation with the use of interactive note-taking, but no significant differences were found for student confidence.
Parental Memories of School and Children&apos;s Early Learning: A Comparison of Higher-Income and Lower-Income Mothers
Author: Veitch, Hillary
Date: 2017-04-00
Type: Journal Articles
Subjects: Parent Background,Individual Characteristics,Family Environment,Student Experience,Mothers,Memory,Income,Socioeconomic Influences,Educational Attainment,Parent Influence,Parent Participation,Student Diversity,Student Adjustment,Interaction

Parental histories and characteristics have a large impact on a child's learning environment both at home and with their connections to school. Recent research focuses on current practices and characteristics of parents, but often ignores the role of parents' educational histories and memories of school. The purpose of this study was to explore how mothers remember their school experiences and to examine similarities and differences on memories of school between higher-income and lower-income mothers, and how those memories guide their learning-related behaviors with their children. This qualitative study consisted of 16 interviews regarding recollections of schooling, utilizing a five-step process to develop themes and codes throughout the data. Findings show that both higher-income and lower-income mothers recalled vivid memories of school, and for almost all of the participants, they currently contribute to how they view schools and their relationships with their children's learning.
The Impact of Isolation on New Principals&apos; Persistence: Evidence from a Southern US State
Author: Bauer, Scott C.
Date: 2019-05-00
Type: Journal Articles
Subjects: Professional Isolation,Beginning Principals,Persistence,Work Experience,Ambiguity (Context),Social Support Groups,Coaching (Performance),Role Conflict,Predictor Variables

Isolation has affected the quality of the work experience for employees in education for decades. This study explores the role that isolation plays in impacting the quality of the work experience among new principals. Building on recent studies, the analysis tests whether isolation serves as a mediator in the relationship between factors that are known to affect the work experience of principals (social support; role ambiguity, role overload; administrative experience; and participation in a structured coaching relationship), as independent variables, and persistence of new principals. We find some support for this mediating effect, and support for the role of isolation as a predictor of persistence.
Medical Spanish for U.S. Medical Students: A Pilot Case Study
Author: Davidson, Lauren
Date: 2012-00-00
Type: Journal Articles
Subjects: Languages for Special Purposes,Spanish,Medical Students,Second Language Instruction,Medical Schools,Pilot Projects,Minicourses

In an effort to expand the teaching of medical Spanish to medical students, a one-week pilot course was developed and implemented at The University of Alabama School of Medicine (UASOM) in January 2010. Objectives included offering a refresher course in Spanish for medical students before third-year clerkships and providing a model for medical schools interested in developing medical Spanish courses. The pilot course included the teaching of Spanish language and related cultural information to students at varying levels of Spanish proficiency by an experienced Spanish for Specific Purposes (SSP) instructor. Students completed an evaluation to suggest future directions for the course. The results suggest that a medical Spanish course for medical students can indeed be added to U.S. medical school curricula.
A Snapshot of Their Beliefs and Practices: Perspectives of Mississippi and Alabama Spanish Teachers
Author: Moser, Kelly
Date: 2013-00-00
Type: Journal Articles
Subjects: Spanish,Language Teachers,Teacher Attitudes,Secondary School Teachers,Faculty Development,Language Proficiency,Language Usage,Language Skills,Teacher Certification

As a result of the ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers (2002) much progress has been made with regard to identifying what teachers should know and be able to do. A survey of secondary Spanish teachers in the 20 largest school districts in Alabama and Mississippi investigated teacher beliefs about their teacher preparation, proficiency, and practices within and beyond the classroom context. Results of the survey indicate a disparity between teacher beliefs and classroom practice. The results as well as implications for teacher education programs and professional development are discussed.
Evaluating Effective Teaching in the 21st Century World Language Classroom
Author: Huhn, Christina
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Language Teachers,Academic Standards,Teacher Effectiveness,Class Activities,Textbooks,Student Evaluation,Teacher Attitudes,State Standards

Stronge, Ward, and Grant (2011) emphasize the fundamental need to evaluate the teaching that occurs in our classrooms. They add that in order to effect change in the quality of our education, we must continue to investigate what constitutes effective teaching as it has significant implications for both the education of and assessment of teachers and their students. In West Virginia, what occurs in world language (WL) classrooms has been the topic of ongoing discussions between members of the state foreign language teachers association, current teachers, and the state's WL coordinators. Despite notable positive momentum in WL education in the state, scant data existed that would provide knowledge of the practices of WL teachers. The present research revealed that while teachers incorporate a variety of appropriate activities into their classroom, and both believe in the value of the standards and use them in planning their lessons, their implementation of standards-based assessments lag behind. The findings also hint at the similarity to the findings from the recent ACTFL Standards Impact Survey (American Council on the Teaching of Foreign Languages, ACTFL, 2011) with respect to how teachers nationwide interpret and incorporate the standards and standards-based assessment in their classrooms.
From Orality to Literacy: A Curricular Model for Intensive Second-Year Collegiate Language Instruction
Author: Urlaub, Per
Date: 2013-00-00
Type: Journal Articles
Subjects: German,College Second Language Programs,Intensive Language Courses,Second Language Instruction,Curriculum Development,Reading Skills,Teaching Methods,Critical Literacy,Cultural Education,Time on Task,Curriculum Implementation,Instructional Materials

This article documents a curriculum reform of the second-year German program at the Department of Germanic Studies at the University of Texas at Austin. This curricular reform had two goals: (1) compressing two semesters of intermediate-level language instruction into a single semester; (2) incorporating a strategy-based approach to literary reading in the second language. The article will first compare the previous curriculum and then introduce a conceptual framework for the reform process. This framework is based on three distinct pedagogical principles that the article will outline. Further, the article will describe the planning and implementation stages of the reform and trace decision-making processes that relate to the selection and design of teaching materials as well as teaching approaches that target at the intensification of the second-year curriculum. This approach emphasizes the explicit development of literary reading skills to facilitate the learners' transition into the upper-level curriculum. We conclude with concrete recommendations for departments that embark on similar projects.
From Orality to Literacy: A Curricular Model for Intensive Second-Year Collegiate Language Instruction
Author: Urlaub, Per
Date: 2012-00-00
Type: Journal Articles
Subjects: German,College Second Language Programs,Intensive Language Courses,Second Language Instruction,Curriculum Development,Reading Skills,Teaching Methods,Critical Literacy,Cultural Education,Time on Task,Curriculum Implementation,Instructional Materials

This article documents a curriculum reform of the second-year German program at the Department of Germanic Studies at the University of Texas at Austin. This curricular reform had two goals: (1) compressing two semesters of intermediate-level language instruction into a single semester; (2) incorporating a strategy-based approach to literary reading in the second language. The article will first compare the previous curriculum and then introduce a conceptual framework for the reform process. This framework is based on three distinct pedagogical principles that the article will outline. Further, the article will describe the planning and implementation stages of the reform and trace decision-making processes that relate to the selection and design of teaching materials as well as teaching approaches that target at the intensification of the second-year curriculum. This approach emphasizes the explicit development of literary reading skills to facilitate the learners' transition into the upper-level curriculum. We conclude with concrete recommendations for departments that embark on similar projects.
Transitioning from Student to Professional: Preservice Teachers&apos; Perceptions
Author: Garza, Rubén
Date: 2016-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Self Concept,Student Development,Professional Identity,Teacher Educators,Undergraduate Students,Field Experience Programs,Student Teaching,Practicums,Self Management,Personality Traits,Teacher Education Programs,Transitional Programs,Secondary School Teachers,Teacher Certification,Public Schools,High Schools,Professionalism,Teacher Student Relationship,Beliefs

The ongoing focus on dispositions demonstrates the need for teacher educators to help preservice teachers develop from self-as-student to self-as-teacher. Our qualitative study examined preservice teachers' perceptions as they transitioned from university students to teaching professionals in a field experience program prior to student teaching. Main findings of preservice teachers' perceptions about their transition reflected three interrelated themes that link their professional growth to their dispositions and teacher self: (a) nascent understanding, (b) professional capacity, and (c) emergent identity. Within these three themes, attributes of the performance self, relational self, and professional self are described to support the relationship to dispositions and teacher identity. Teacher educators' understanding of preservice teachers' thinking during the field experience component of their preparation can inform faculty how to better structure and orchestrate learning experiences that will best contribute to the development of their emerging competence, professionalism, and teacher identities.
Demystifying the &quot;Model Minority&quot; Encounter: Concerns and Challenges in School Counseling with Asian Americans
Author: Shen, Yih-Jiun
Date: 2016-12-00
Type: Journal Articles
Subjects: Asian American Students,School Counseling,Ethnic Stereotypes,School Counselors,Expectation,Social Attitudes,Language Usage,Cultural Differences,Barriers,Counseling Techniques,Student Needs,Geographic Location,Ethnicity,Training,Counselor Qualifications,Cultural Relevance,Experience,Workshops

Asian American students' counseling concerns and resulting challenges for school counselors were surveyed nationwide via (a) e-mail with 158 members of the American School Counselor Association [ASCA] and (b) regular mail with 296 counselors in school districts having high concentrations of Asian Americans. Counselors ranked concerns by frequency: (1) &quot;expectations and pressures,&quot; (2) &quot;language and cultural barriers,&quot; (3) &quot;counseling barriers,&quot; and (4) &quot;logistical needs.&quot; The school-district counselors identified all four concerns as challenges; the ASCA members only identified (1) and (3). &quot;Expectations and pressures&quot; was uniformly the foremost student concern and counselor challenge for both groups. On average, all counselors felt &quot;somewhat&quot; challenged by these issues--reflecting an intermediate level of confidence in counseling Asian Americans. Surprisingly, among the ASCA members, more background (multicultural counseling workshops or practical experience with Asian Americans) correlated with &quot;higher&quot; levels of perceived challenge. Among the school-district counselors, statistical relationships were found between students' logistical needs and school location; as well as between the counselors' perceived challenge level and (a) field-experience training, (b) ethnicity, and (c) school location.
Chinese University Professors&apos; Perceptions about Ethical Issues in Classroom Assessment Practices
Author: Fan, Xumei
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Ethics,Student Evaluation,Evaluation Methods,Teacher Attitudes,College Students,Test Bias,Interpersonal Communication,Grading,Confidentiality,Testing,Expertise

The purpose of this study was to investigate Chinese university professors' perceptions about the ethicality of classroom assessment practices. In a survey of Chinese professors, participants completed a questionnaire with 15 scenarios that depicted ethical and unethical assessment practices. Participants consisted of 555 professors from 143 universities located in 29 provinces in China. Overall, professors had high agreement about the ethicality of assessment practices with assessment experts on six scenarios, moderate agreement on five scenarios, and low agreement on four scenarios. Results indicated that ethical issues should be discussed according to the context of assessment. Additionally, developing guidelines of ethics in assessment should involve stakeholders, policy makers, administrators, researchers, and instructors.
Teachers&apos; Perceptions of School Leader Empowering Behaviors on Psychological Empowerment: A Moderated Path Analysis
Author: Lee, Ai Noi
Date: 2016-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Principals,Supervisors,Teacher Empowerment,Teacher Competencies,Professional Autonomy,Teacher Effectiveness,Predictor Variables,Foreign Countries,Correlation,Elementary Secondary Education

This study examined the joint relationship between teachers' perceptions of principal's and immediate supervisor's empowering behavior in predicting the four dimensions of teachers' psychological empowerment, in terms of teachers' sense of meaning competence, autonomy, and impact. Three hundred four teachers in Singapore participated in this study. Results from moderated path analysis and simple slope tests indicated the presence of an interactive relationship between teachers' perceptions of principal's and immediate supervisor's empowering behaviors in predicting teachers' sense of meaning, competence and autonomy, but not impact. Further analysis indicated different types of moderating mechanisms underscored their interactive relationship (i.e. enhancing or substituting mechanisms). Teachers' perceptions of principal's empowering behaviors added more unique variance to teachers' perceptions of immediate supervisor's empowering behaviors in predicting teachers' sense of impact. This study highlighted the dynamic interplay of school leaders' empowering behaviors and teachers' psychological empowerment dimensions and it therefore has important implications for both school leadership and teacher developments.
Using Backward Design to Develop Service-Learning Projects in Teacher Preparation
Author: Jozwik, Sara
Date: 2017-12-00
Type: Journal Articles
Subjects: Service Learning,Preservice Teachers,Special Education Teachers,After School Programs,Program Design,Community Needs,Student Participation,Student Diversity,Readiness,Teacher Competencies,Program Effectiveness,Low Income Groups,Elementary School Students,Cooperative Planning,Reflective Teaching

Service-learning is a pedagogical approach with documented effectiveness for building civic engagement and promoting awareness of social justice issues. Little attention is given in the literature to the design processes that undergird the development of effective service-learning projects. In this case study, authors report on their application of the backward design process to develop and implement a service-learning project. Thirty-seven preservice special education teachers participated in the project to support community needs at an afterschool program. Data sources included planning notes, project meeting notes from the university instructor and the afterschool program director, preservice teachers' guided written reflections, student attendance logs, and responses to open-ended survey questions from community center stakeholders. Participation in service-learning affirmed preservice teachers' readiness for meeting the needs of diverse learners. Community stakeholders reported satisfaction with the project's goals, procedures, and outcomes. Implications relate to the utility of using the backward design process to develop service-learning projects.