ethanporcaro/eric-fulltext-meta huggingface dataset:
The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education's Proposed Regulations
Author: Tatto, Maria Teresa
Date: 2016-02-22
Type: Journal Articles
Subjects: Teacher Education,Teacher Education Programs,Accountability,Public Agencies,Federal Government,Education,Educational Policy,Federal Regulation,Alternative Teacher Certification,Educational Change,Academic Achievement,Accreditation (Institutions),National Standards,Outcomes of Education,Educational Improvement,Teacher Effectiveness,Educational Quality

Using a sociological framework this article explores the emergence and possible consequences of the 2015 U.S. Department of Education's proposed federal regulatory policy on teacher education programs and alternative route providers. After describing the key features of the policy, we examine the research literature looking for evidence of the merits of accountability policies in improving teacher education and preparation quality and outcomes. Although there is some research evidence that increased accountability measures may indeed contribute to improving the quality and outcomes of teacher education and preparation, the conditions under which this happens are not straightforward. While the stated aim of the regulatory policy, to ultimately advance student learning, finds widespread support in the education community, research evidence points to a number of validity problems with the overall policy. Of particular concern is the policy's attempts at establishing a direct link between teacher preparation graduates' employment and pupil achievement. The policy as conceived could negatively impact program norms and resources and undermine the development of teachers' human, cultural, and social capital. We discuss the accreditation challenges that the policy is likely to confront and implications for the future of teacher education and preparation accountability.
Hidden in Plain Sight: Occlusion in Pedagogical Genres
Author: Neaderhiser, Stephen E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Identity,College Faculty,Teaching Methods,Teacher Characteristics,Teacher Attitudes,Beliefs,Classroom Techniques,Course Descriptions,Knowledge Level

Occluded genres in academia work &quot;behind the scenes&quot; to support and develop an academic's professional identity. However, while significant attention has been paid to occluded genres that support an academic's identity as a researcher, very little scholarship examines how occlusion operates in genres of pedagogy, such as the syllabus, teaching statement, or assignment prompt. These genres promote and endorse an academic's teacherly identity, not only by expressing a teacher's authority and expertise in the classroom, but also by representing a teacher's pedagogical philosophy, activity, and experience in other academic scenarios beyond the classroom. In this article, I explore the characteristics of occlusion associated with these genres as well as the implications faced when their rhetorical complexity is obscured by that occlusion. Ultimately, I argue for an increased awareness and study of the occluded contexts of pedagogical genres so that we may better understand how these genres facilitate the pedagogical activity and identities of teachers within academia.
Composition at Washington State University: Building a Multimodal Bricolage
Author: Ericsson, Patricia
Date: 2016-00-00
Type: Journal Articles
Subjects: Freshman Composition,Performance Factors,Educational Theories,Stakeholders,Professional Development,Technology Integration,Instructional Materials,Theory Practice Relationship,Curriculum Development,Student Attitudes,Evaluation Methods,Writing Evaluation,Student Projects,Standardized Tests

Multimodal pedagogy is increasingly accepted among composition scholars. However, putting such pedagogy into practice presents significant challenges. In this profile of Washington State University's first-year composition program, we suggest a multi-vocal and multi-theoretical approach to addressing the challenges of multimodal pedagogy. Patricia Ericsson, the director of composition, illustrates how theories of agency are central to the integration of multimodality. Elizabeth Sue Edwards, a graduate teaching assistant, explores negotiating departmental standards and implementing multimodal assignments. Tialitha Michelle Macklin, also a graduate teaching assistant, discusses her journey from rejecting multimodal assignments to embracing them as an integral element of her pedagogy. And Leeann Downing Hunter, a non-tenure-track faculty member, approaches the challenge through the lens of adaptability. We believe that this multi-vocal approach to building a multimodal composition program offers: (1) a foundation for other writing programs to adapt and build upon; (2) an alternative to traditional approaches that rely on single theories and single leaders; and (3) a reconstitution of how the university works, integrating stakeholder voices from administrators to students themselves.
GTA Preparation as a Model for Cross-Tier Collaboration at North Carolina State University: A Program Profile
Author: Fedukovich, Casie
Date: 2016-00-00
Type: Journal Articles
Subjects: State Colleges,Profiles,Teacher Education Programs,College Faculty,Graduate Study,Educational Philosophy,Ethics,Educational Practices,Novices,Writing Teachers,Institutional Characteristics,Administrative Organization,Program Descriptions,Scheduling,Context Effect,Mentors,Practicums,Models

This program profile describes recent changes to the process for preparing graduate teaching instructors (GTAs) in North Carolina State University's first-year writing program. The authors--one a nontenure-track faculty member and the other a tenure-track faculty member--describe the philosophical, ethical, and practical concerns in scaling teacher preparation to accommodate rapidly growing cohorts of MA and MFA GTAs. By providing an example of cross-tier collaboration, the authors propose an approach to GTA preparation that takes into account that many of these novice teachers will begin their teaching careers as contingent faculty colleagues.
Equal Opportunity Programming and Optimistic Program Assessment: First-Year Writing Program Design and Assessment at John Jay College of Criminal Justice
Author: McCormack, Tim
Date: 2016-00-00
Type: Journal Articles
Subjects: Program Evaluation,Law Enforcement,Writing Instruction,Equal Education,Teaching Methods,Learning Processes,Formative Evaluation,Summative Evaluation,Program Design,Curriculum Design,Undergraduate Students,College Faculty,Teacher Attitudes,Program Descriptions

As Brian Huot and Ellen E. Schendel assert, when assessment has more than validation in mind, it &quot;can become a means for proactive change&quot; (208). In response to this idea of assessment as an optimistic and opportunistic enterprise, this article describes how the structural design of our &quot;equal opportunity&quot; writing program and our faculty-led assessment process work symbiotically to sustain, enhance and &quot;revision&quot; the curriculum and pedagogy of the John Jay College of Criminal Justice, CUNY, first-year writing program. Our writing program strives to offer all students at the college a consistent and equivalent writing experience, regardless of what semester or in what section they enroll, as well as a coherent trajectory, where students encounter similar learning processes and literacy tasks throughout the course sequence. To ensure this consistency and coherence, our programmatic stakeholders designed program assessment to have direct impact on classroom learning by following multiple formative and summative assessments in an inquiry-based practice driven by local curricular contexts. In profiling the &quot;quid pro quo&quot; between writing program design and its accompanying assessment efforts, we demonstrate how program structure enables useful, progressive assessment, and, conversely, how assessment continuously informs and improves the infrastructures of pedagogy and curriculum in the writing classroom.
The Rational Number Sub-Constructs as a Foundation for Problem Solving
Author: Doyle, Kathleen M.
Date: 2016-01-00
Type: Journal Articles
Subjects: Community Colleges,College Role,Mathematics Instruction,Developmental Studies Programs,Remedial Mathematics,Algebra,College Mathematics,Mathematical Concepts,Statistical Analysis,Mathematics Skills,Problem Solving,Qualitative Research,Content Analysis,Lecture Method,Hypothesis Testing,Mathematical Logic,Word Problems (Mathematics)

One of the many roles of two year community colleges in the United States is to bridge the gap between secondary school and college for students who graduate from high school with weak mathematics skills that prevent them from enrolling in college level mathematics courses. At community colleges remedial or developmental mathematics courses review the pre-algebra and/or algebra skills required for college level mathematics. Fractions are often cited as the most difficult topic for students due to their abstract nature (Wilensky, 1991). This study with adult pre-algebra students is based upon a teaching research experiment in which the Kieren's fraction sub-constructs of part-whole, ratio, operator, quotient, measure and the fractional equivalence were used as foundational concept knowledge during problem solving. In the first quantitative part of this study, students' proficiency with Kieren's rational number sub-constructs are used as independent variables in a multiple linear regression model to predict or explain students' competency in formal problem solving. This part of the study supplies hypothetical or statistical suggested pathways for students learning and transition from fraction concepts to proportional reasoning. Then in the second qualitative part of this study, transcripts from classroom lectures during the teaching research experiment are reviewed in order to understand how students used these rational number sub-constructs during problem solving with ratio, quotient, proportion, and percent.
Toward a Technical Communication Made Whole: Disequilibrium, Creativity, and Postpedagogy
Author: Santos, Marc C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Creativity,Rhetoric,Technical Writing,Writing Skills,Writing Instruction,Technology,Expository Writing,Writing for Publication,Writing Teachers,Resistance (Psychology),Writing Processes,Writing (Composition),Rhetorical Invention,Majors (Students),Higher Education,Content Area Writing,Writing Across the Curriculum,Creative Writing,Heuristics,Creative Teaching,Educational Theories

This article details how we integrate Jody Shipka's approach to creativity and rhetorical awareness into a Professional Writing, Rhetoric, and Technology major at the University of South Florida. We situate Shipka's pedagogy alongside postpedagogy, differentiating the latter from postcomposition. In short, we argue that postpedagogy echoes educational theory that insists upon the importance of disequilibrium. We then report how our students respond to our disequilibrating pedagogy, collecting survey responses via an IRB approved study. We hope these responses can help instructors interested in our postpedagogical notion of creativity anticipate and prepare for student discomfort and resistance--to recognize the fine distinction between productively confused and hopelessly lost. With that goal in mind, we conclude by addressing difficult questions of assessment.
Nursing Students' Experiences of Learning Numeracy for Professional Practice
Author: Marks, Rachel
Date: 2016-01-00
Type: Journal Articles
Subjects: Nursing Students,Nursing Education,Numeracy,Mathematics Skills,Interviews,Grounded Theory,Attitude Measures,Teaching Methods,Evaluation Methods,Computation,Foreign Countries

This paper examines nursing students' experiences of the teaching and assessment of numeracy for nursing. Data from interviews with eight student nurses at a large school of nursing in the United Kingdom are analysed using a constructivist grounded theory approach to explore their perceptions of any disjunctures between the ways in which numeracy is taught and assessed in universities and the broader context in which calculations are carried out by nurses in practice. This paper makes an original contribution through providing an in-depth qualitative exploration of how these disjunctures may arise and hence proposes a change to the focus of numeracy courses and assessments which may begin to resolve some of these tensions.
Reflections on Our First Calculus Undergraduate Teaching Assistant
Author: Deshler, Jessica M.
Date: 2016-01-00
Type: Journal Articles
Subjects: Undergraduate Students,Teaching Assistants,Calculus,Mathematics,Mathematics Instruction,College Mathematics,Mathematics Teachers,Reflection,Mathematics Education,Graduate Students

This article describes some reflections from the first Calculus I undergraduate teaching assistant in our department as she explored the various ways in which she was able to support both novice and experienced Calculus teachers and the effect of her experience on her academic and career plans.
Minding the Gap: Comics as Scaffolding for Critical Literacy Skills in the Classroom
Author: Vie, Stephanie
Date: 2016-00-00
Type: Journal Articles
Subjects: Cartoons,Visual Aids,Critical Literacy,Scaffolding (Teaching Technique),Class Activities,Assignments,Literature Reviews,Multimedia Instruction,Multimedia Materials,College Students

Comics--both digital and print--increasingly make their way to the classroom. Scholars in the field have illustrated the pedagogical value of comics, but there remains little discussion as of yet about how comics can inform critical literacy, a necessary skill for twenty-first-century communication. Here the authors discuss an approach to first-year composition that argues for using comics, like Alison Bechdel's &quot;Fun Home,&quot; as an avenue for grappling with critical literacy. This classroom activity was a part of a larger assignment sequence where students were asked to compose web-based literature reviews that incorporated multimodality. These literature reviews challenged students to incorporate multiple viewpoints into their essays, and critically discussing comics proved to be an effective method for fostering this critical literacy.
Leveraging the Methodological Affordances of Facebook: Social Networking Strategies in Longitudinal Writing Research
Author: Sheffield, Jenna Pack
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Networks,Social Media,Research Methodology,Writing Instruction,Usability,Self Concept,Attrition (Research Studies),Longitudinal Studies,Writing (Composition),Program Descriptions,Metacognition,Writing Processes,Undergraduate Students,Communities of Practice,Student Attitudes,Testing

While composition studies researchers have examined the ways social media are impacting our lives inside and outside of the classroom, less attention has been given to the ways in which social media--specifically Social Network Sites (SNSs)--may enhance our own research methods and methodologies by helping to combat research participant attrition and build a community around a research project. In this article, we share some of the successes and shortfalls of using SNSs for research purposes, based on our own experiences using Facebook in the context of our writing program's Longitudinal Study of Student Writers. Specifically, we present five considerations related to the integration of Facebook for research--Building a Community, Sharing Study Data, Constructing Identity, Understanding Analytics, and Conducting Usability Testing--and we discuss how these methods can be extended to other SNSs.
Identifying Components of Meta-Awareness about Composition: Toward a Theory and Methodology for Writing Studies
Author: VanKooten, Crystal
Date: 2016-00-00
Type: Journal Articles
Subjects: Metacognition,Freshman Composition,Qualitative Research,Case Studies,Essays,Electronic Publishing,Multimedia Materials,Interviews,Observation,Content Analysis,Writing Processes,Writing Strategies,Rhetoric,Literary Genres,Concept Teaching,Educational Theories

Recent research in writing studies has highlighted meta-awareness as valuable for student learning in courses such as first-year writing (FYW); however, meta-awareness needs to be further theorized and its components identified. In this article, I draw on a case study of six students in two FYW courses that is informed by Gregory Schraw's model of metacognition and Anthony Giddens's theory of practical and discursive consciousness to outline four writing/rhetorical concepts within which meta-awareness about composition is observable. These concepts include: 1) process, 2) techniques, 3) rhetoric, and 4) intercomparativity, and they provide a preliminary framework for meta-awareness about composition that others might expand upon as we continue to build knowledge of how writers learn.
Examining Charter School Policy and Public School District Resource Allocation in Ohio
Author: Linick, Matthew A.
Date: 2016-02-15
Type: Journal Articles
Subjects: Charter Schools,Competition,School Policy,Quasiexperimental Design,Public Schools,Resource Allocation,School Districts,Inferences,Models,Equations (Mathematics),State Legislation,Educational Resources

This project focuses on the competitive pressure, or the threat of competitive pressure, generated by charter school policy. This paper uses longitudinal district-level data and multiple quasi-experimental designs to examine the relationship between two Ohio charter school policies and changes in public school district instructional resource allocation. Some believe that the competitive pressure created by charter schools will improve efficiency in district-run public schools; however, the findings from this study do not reliably demonstrate that charter school policy will induce a public school district to increase the level of instructional resource allocation. The findings do provide evidence that some charter policies are linked to changes in resource allocation at certain school districts. This study suggests that additional, multiple method investigations are needed to study how public school districts respond to competition and policies designed to change the levels of competition in the public school system.
Money or Diversity? An Implementation Analysis of the Voluntary Transfer Program in St. Louis, 1999-2009
Author: Grooms, Ain A.
Date: 2016-02-15
Type: Journal Articles
Subjects: Metropolitan Areas,Educational Opportunities,Equal Education,Transportation,School Districts,Suburban Schools,African American Students,White Students,Court Litigation,Tuition,Policy Analysis,Magnet Schools,Enrollment,Educational Policy,News Reporting,Economic Factors,School Desegregation,Educational History,Conflict,Busing,Elementary Secondary Education

A dual transfer program was created in 1983 in the St. Louis metropolitan area following a 1972 lawsuit brought upon the city, charging it with withholding an equal educational opportunity for Black students. Through this program, Black students from St. Louis City are provided with free transportation to one of 15 suburban school districts, and White students from the surrounding suburbs are eligible to attend city magnet schools. At its peak in 1999, enrollment reached approximately 15,000 students, of which over 13,500 were from St. Louis City. Following the lifting of the court order in 1999, suburban participation became voluntary and tuition reimbursements to the participating suburban districts were reduced. By 2009, program enrollment had fallen to approximately 7,000 students, of which 6,800 were from St. Louis City. Using critical policy analysis and a media framing analysis on almost 100 newspaper articles collected from four media outlets, this study found that, between 1999 and 2009, suburban implementation of the voluntary transfer program was largely affected by economic factors. Though the program is still in operation, and will continue through at least the 2018-2019 school year, this research raises important questions about the various factors that contribute to or hinder implementation of this long-running voluntary desegregation program.
TFA and the Magical Thinking of the &quot;Best and the Brightest&quot;
Author: Blumenreich, Megan
Date: 2016-02-08
Type: Journal Articles
Subjects: Oral History,Urban Education,Teaching Experience,Academic Achievement,Individual Characteristics,Misconceptions,Program Descriptions,Disadvantaged Youth,Educational History,Politics of Education,Teacher Education,Teaching Conditions,Neighborhoods,Teacher Attitudes,Interviews

This article draws on oral history testimonies to examine the experiences of participants in the inaugural 1990 cohort of Teach For America (TFA)--a group of young people dubbed the &quot;best and brightest&quot; of their generation and tasked with &quot;saving&quot; urban education. For 25 years, TFA has operated according to the principle of the &quot;best and brightest,&quot; in which it is assumed that participants' personal qualities and prior academic achievement can stand in for deep professional knowledge and experience. Yet as our data show, the presumptions--that any &quot;smart&quot; person should be able to pick up teaching by doing it, that there is no specialized knowledge needed in order to teach, and that &quot;outsiders&quot; with little knowledge of a school community and its families can &quot;swoop in&quot; and &quot;rescue&quot; underserved students--ultimately set up and demoralized the participants with whom we spoke when they could not live up to such unrealistic expectations. Through participants' words and experiences, framed in historical context, we raise questions about the myth of the &quot;best and brightest,&quot; the theory of action promoted by TFA, and what it takes to teach in urban classrooms.
Teach for America's Long Arc: A Critical Race Theory Textual Analysis of Wendy Kopp's Works
Author: Barnes, Michael C.
Date: 2016-02-08
Type: Journal Articles
Subjects: Critical Theory,Race,Institutional Characteristics,Diversity (Institutional),Epistemology,Racial Discrimination,Position Papers,Institutional Mission,Neoliberalism,Ideology,Culturally Relevant Education,Content Analysis,Evidence,Organizational Culture,Academic Ability,School Restructuring,Organizational Change,Educational Change

We read and analyzed 165,000 words and uncover a series of counter-stories buried within a textual corpus, authored by Teach For America (TFA) founder Wendy Kopp (Kopp, 1989, 2001; Kopp &amp; Farr, 2011), that offers insight into the forms of racism endemic to Teach For America. All three counter-stories align with a critical race theory (CRT) framework. Specifically, we answer the following questions: What evidence of institutional and epistemological racism is exposed by a CRT textual analysis of TFA's founding document and later works by Wendy Kopp? To what extent has TFA appropriated the language of culturally relevant pedagogy, while advancing an uninterrogated neoliberal ideology? And, to what extent does TFA's contribution to a &quot;culture of achievement&quot; (Kopp &amp; Farr, 2011) constitute an actual &quot;poverty of culture&quot; (Ladson-Billings, 2006a) that enacts real harms on communities of color?