ethanporcaro/eric-fulltext-meta huggingface dataset:
Geography Teachers&apos; Views on Effective Geography Teaching
Author: Kocalar, Ali Osman
Date: 2017-00-00
Type: Journal Articles
Subjects: Geography Instruction,Foreign Countries,Teacher Effectiveness,Qualitative Research,High Schools,Secondary School Teachers,Semi Structured Interviews,Teaching Methods,Instructional Materials,Classroom Techniques,Inservice Teacher Education,Educational Principles,Skills,Secondary School Curriculum,Teacher Improvement

Geography teaching is fulfilled within the frame of a specific curriculum and in order to achieve some acquirements in Turkey. Though there are course books prepared in accordance with the curriculum and activities in order to achieve the acquirements in geography teaching, they are geography teachers who will coordinate and fulfill the curriculum and achieve the terminal behavior defined as education. A qualitative method has been used in order to examine the teachers' effectiveness in geography teaching. In three different types of high school, 19 geography teachers were interviewed using a semi-structured interview form prepared by the researchers. During the interview, the researchers asked the teachers some questions about their teaching methods, teaching techniques and materials used, skills provided, classroom management, and developments made through in-service training. The data acquired were evaluated through content analysis and some categories were formed. According to the findings, it is seen that the geography teachers are effective in education and training. According to the results obtained from the research, it is determined that the geography teachers use the materials, methods and techniques in accordance with the curriculum. In addition, it is seen that they participate in the in-service training in order to develop and maintain the effective teaching.
Context of Latino Students&apos; Family Separation during and after Immigration: Perspectives, Challenges, and Opportunities for Collaborative Efforts
Author: González, Jeremiah J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Immigrants,Family (Sociological Unit),Family Relationship,Academic Achievement,Mental Health Programs,Teacher Education,Child Caregivers,Caregiver Role,Parent Caregiver Relationship,Teacher Student Relationship,Social Support Groups,Elementary Secondary Education,Peer Relationship

This article discusses the challenges and consequences of family separation and reunification during immigration from Latin America to the U.S. The historical pattern of paternal immigration as well as the recent rise in maternal immigration are discussed. The article addresses the impact of length of separation and how separation impacts family dynamics and school success. Recommendations are given for how schools can address the challenges that students face related to family separation and reunification during immigration including creating and fostering school-based mental health services, teacher training, school-caregiver and school-family partnerships, teacher-student relationships and peer relationships, and other supports.
Digital Literacy Integration in Educational Practice: Creating a Learning Community, through a Geographic Project in Mytilene Senior High School, Greece
Author: Exarchou, Evi
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Practices,Foreign Countries,Web 2.0 Technologies,Grade 12,Constructivism (Learning),Teaching Methods,Case Studies,Sociocultural Patterns,High School Students,Social Networks,Network Analysis,Content Analysis,Statistical Analysis,Interaction,Geography Instruction,Geography,Technological Literacy,Ethnography

This study focused on the analysis of Grade-12 (Senior) students' sociocultural constructivist interactions using Web 2.0 applications during a geographical research process. In the study methodology context, a transdisciplinary case study (TdCS) with ethnographic and research action data was designed, implemented and analyzed in real teaching conditions for this study. The goal of the research process was students to integrate into authentic activities that that relate to their experiences and create a learning community, developing cognitive geographic knowledge. The study reveals a need to: a) design and implement transdisciplinary actions to create more learning incentives, exchange ideas and collaborate, for the geographical science issues study, b) shape new ways of interacting and operating social structures in the context of geographical research process, c) promote the skills that students need in real life, as participatory interaction, interpersonal communication, spatial thinking and high cognitive functions (cooperation, crisis, feedback and empathy, among others), and d) use Web applications in learning practice, shaping new methods of processing, sharing and exploiting information and produced products from the students' study.
A Case Study of a Hungarian EFL Teacher&apos;s Assessment Practices with Her Young Learners
Author: Hild, Gabriella
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Language Teachers,Teaching Methods,Second Language Instruction,Audio Equipment,Video Technology,Qualitative Research,Grade 7,Student Evaluation,Evaluation Methods,Observation,Speech Communication,Developmentally Appropriate Practices,Feedback (Response),Academic Achievement,Foreign Countries,Elementary School Teachers,Elementary School Students,Semi Structured Interviews

The case study aims to provide insights into how a Hungarian EFL teacher used tests, assessed her young learners and gave feedback to them in the classroom. This qualitative, exploratory study was a follow-up to a large-scale project. In this single-case study, data were collected from an EFL teacher and five of her seventh graders on what tasks she used to assess them and how. The participants were interviewed. For the purpose of triangulation, the students were also audio- and video-recorded while doing four speaking tasks, and two classes were observed. The results revealed that for the teacher with decades of teaching experience there was room for improvement in her knowledge of age-appropriate teaching methodology and that some of her beliefs and practices reflected a lack of understanding how children develop. She had difficulty diagnosing her students' strengths and weaknesses. The learners were rarely provided with feedback on their performance and language development; therefore, they did not see how much they had progressed. Low achievers had a hard time catching up with their peers; and they lagged further behind. The teacher seemed to be more interested in what her students did not know rather than focusing on what they could do.
Why Can&apos;t Tyrone Write: Reconceptualizing Flower and Hayes for African-American Adolescent Male Writers
Author: Stormer, Kimberly J.
Date: 2017-12-00
Type: Journal Articles
Subjects: African American Students,Males,Grade 8,Semi Structured Interviews,Documentation,Content Analysis,Writing Processes,Writing Skills,Models,Cognitive Processes,Culturally Relevant Education,Middle School Students,At Risk Students,Reflection,Journal Writing,Student Attitudes,Self Concept,Writing Tests

Using qualitative methods and a case study design, the perceptions and writing processes of three African-American eighth grade males were explored. Data were derived from semi-structured and informal interviews, and document analysis. The study concluded that the perceptions of the three participants' writing processes did not adhere to the steps depicted by the cognitive process model of writing (Flower &amp; Hayes, 1981) that has become a dominant model for describing the composing processes of students. Recommendations are made for altering the Flower and Hayes model to depict how these three, African-American eighth graders perceive school writing.
Drawing on the Layers of a Partnership to Prepare Middle Level Teachers
Author: Rintamaa, Margaret
Date: 2017-12-00
Type: Journal Articles
Subjects: Partnerships in Education,Middle School Teachers,Teacher Education Programs,Preservice Teacher Education,Preservice Teachers,Adolescents,Communities of Practice,Educational Experience,Institutional Cooperation

The University of Kentucky (UK) and the University of Louisville (UL) are located approximately 90 miles from each other in Kentucky. They are the only two research-intensive institutions in the state, and both have middle level teacher education programs preparing candidates in school-embedded clinical sites. Both teacher preparation programs are guided by the requirements from accrediting bodies, AMLE Teacher Preparation Standards (AMLE, 2012) and the missions of our institutions. In this essay, we will describe our collaborative partnership and how two teacher educators from two institutions utilize school-embedded clinical sites to connect and prepare middle level teacher candidates with the end goal of improved educational experiences for young adolescents through teachers prepared to teach them.
Polish Listening SPAN: A New Tool for Measuring Verbal Working Memory
Author: Zychowicz, Katarzyna
Date: 2017-00-00
Type: Journal Articles
Subjects: Verbal Ability,Short Term Memory,Individual Differences,Second Language Learning,Evaluation Methods,Polish,Language Tests,Test Validity,English (Second Language),Second Language Instruction,Undergraduate Students,Native Language,Foreign Countries,Scoring,Construct Validity,Content Validity

Individual differences in second language acquisition (SLA) encompass differences in working memory capacity, which is believed to be one of the most crucial factors influencing language learning. However, in Poland research on the role of working memory in SLA is scarce due to a lack of proper Polish instruments for measuring this construct. The purpose of this paper is to discuss the process of construction and validation of the Polish Listening Span (PLSPAN) as a tool intended to measure verbal working memory of adults. The article presents the requisite theoretical background as well as the information about the PLSPAN, that is, the structure of the test, the scoring procedures and the steps taken with the aim of validating it.
Diverse Asian American Families and Communities: Culture, Structure, and Education (Part 1: Why They Differ)
Author: Paik, Susan J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Asian Americans,Family (Sociological Unit),Community,Culture,Differences,Asian American Students,Social Structure,Social Capital,Family Characteristics,Community Characteristics,Family Structure,Educational Attainment,Networks,Academic Achievement

Based on 11 diverse Asian American (AA) communities, this article discusses the similarities and differences across East, South, and Southeast Asians. Of two parts in this journal issue, Part 1 presents a review of literature and census data to understand the cultural and structural factors of different types of coethnic communities (strong, weak, or dispersed). Culturally, Asian families differ in culture, language, and religion. Structurally, class, education, and job skills also differ for diverse Asian families. Taken together, the article proposes a combined cultural-structural framework to understand unique characteristics in distinctive communities. The key findings from the literature and census data revealed differences in the types of communities and their resources. Lower achieving AA subgroups tend to have weaker communities with fewer resources and opportunities in general. Higher achieving AA subgroups have stronger coethnic networks with more resources and opportunities. This article challenges the monolithic view of AA students and finds more differences when comparing these communities. Educators and other practitioners need cultural and structural awareness to know how to best support AA students. Stakeholders and school officials can work together by building partnerships to support struggling AA families and communities. [For &quot;Ethnic Afterschool Programs and Language Schools in Diverse Asian American Communities: Varying Resources, Opportunities, and Educational Experiences (Part 2: How They Differ),&quot; see EJ1165624.]
&quot;That Sh*t Is Rude!&quot; Religion, Picture Books, and Social Narratives in Middle School
Author: Davila, Denise
Date: 2017-12-00
Type: Journal Articles
Subjects: Religion,Picture Books,Middle School Students,Language Arts,Art Products,Student Attitudes,Social Attitudes,Public Schools,Interdisciplinary Approach,Grade 6,State Church Separation,Student Diversity,Teaching Methods,History,Instructional Materials,Writing Assignments,Audio Equipment,Group Discussion

While the United States has a divisive history around the separation of church and state in public school, current national and state teaching standards do include curricular objectives related to the study of religion. This paper focuses on the ways a diverse group of sixth-grade public schoolchildren engaged with religious content in their English Language Arts class. Specifically, it examines the kinds of narratives the children constructed in response to diverse works of public art and children's picture books, including Mora's (2012) &quot;The Beautiful Lady: Our Lady of Guadalupe/La hermosa señora: Nuestra Señora de Guadalupe (Señora),&quot; and Garza's (1996) &quot;In My Family.&quot; The children's responses disrupt us/Other social narratives and demonstrate the importance of religious literacy in the space of public schools. They push against the notion that acknowledging religious perspectives that are not part of mainstream culture could be offensive to some children. This study reinforces that the interdisciplinary inclusion of religious content in public school not only supports state and national teaching standards, but also opens a space for children to understand the pluralistic society in which they live.
Ethnic Afterschool Programs and Language Schools in Diverse Asian American Communities: Varying Resources, Opportunities, and Educational Experiences (Part 2: How They Differ)
Author: Paik, Susan J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Asian American Students,After School Programs,Asian Americans,Community,Social Capital,Program Effectiveness,Educational Experience,Social Structure,Community Characteristics,Comparative Analysis,Resources,Opportunities,Educational Attainment,Native Language Instruction

Based on 135 ethnic afterschool programs and language schools, this descriptive study (Part 2 of 2 in this issue) revealed differences in the types of programs housed within East, South, and Southeast Asian coethnic communities (strong, weak, or dispersed) in the U.S. The article applies a combined cultural-structural framework to understand ethnic programs in distinctive communities. Cultural and structural factors converge tangibly within established ethnic programs, creating distinctive program characteristics (e.g., program goals, services, funding) which, in turn, influence their resources and opportunities (ethnic social capital). The findings showed ethnic programs were similar in strength to their respective communities, inevitably producing unequal resources and opportunities in higher and lower achieving communities. Weaker ethnic programs produced different and fewer resources in general. Ethnic programs in strong coethnic networks had more community support and resources. Ethnic programs emphasized the importance of education, leadership development, culture, language, ethnic identity, peer and community engagement, and other factors. Coethnic support, program expectations for parent involvement, and funding resources were not equal across programs. By understanding both higher and lower achieving Asian American communities, educators, researchers, and policymakers can better understand their resources, opportunities, and educational experiences. Stakeholders must work together and develop partnerships, especially to better support struggling students. [For &quot;Diverse Asian American Families and Communities: Culture, Structure, and Education (Part 1: Why They Differ),&quot; see EJ1165621.]
Students&apos; Collaborative Peer Reviewing in an Online Writing Environment
Author: Bradley, Linda
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Peer Evaluation,Educational Technology,Technology Uses in Education,Writing (Composition),Collaborative Writing,Interaction,Foreign Countries,Intervention,Undergraduate Students,Technical Writing,Coding,Feedback (Response),Qualitative Research,Questionnaires,Observation

Peer review is applied as a powerful tool to enhance student collaboration online writing. The purpose of this paper is to analyse learners' mechanisms of peer reviewing in the nature of student interventions and interactions in written online peer reviewing and how categorization of student comments can be used as a means for analysing student peer reviewing. The study is an in-depth investigation of computer science students participating in a technical writing course, using Google Drive as their joint work space. While writing their group text, the students were participating in peer reviewing work. Results show combining analysis models provide a better understanding of the implication of commenting in both scrutinizing the progressive scale of assistance, as well as area, nature, and type of commenting, together with what themes evolve. Further, taking turns providing feedback is an enriching activity.
Cultivating Classroom Spaces as Homes for Learning
Author: Flynn, Laura
Date: 2017-12-00
Type: Journal Articles
Subjects: Grade 6,Ethnography,Middle School Students,Student Attitudes,Action Research,School Space,Classroom Techniques,Classroom Design,Classroom Environment,Student Journals,Focus Groups,Interviews,Middle School Teachers,Qualitative Research

Our action research ethnography explores sixth grade students' perceptions of their classroom space as conducive or distracting to their learning experiences. Issues of physical environment, students' self-governance, and disciplinary management are explored. We conclude by offering recommendations for other educators to consider.
Engaging Families at the Secondary Level: An Underused Resource for Student Success
Author: Jensen, Krista L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Parent Participation,Academic Achievement,Adolescents,Secondary School Students,Self Efficacy,Parent Student Relationship,Parent Influence,Outcomes of Education,Middle School Students,Graduation Rate

Parent engagement in education has been shown to have positive effects on students' academic and social/emotional success. However, much of the research has focused on younger students. Less attention has been given to parent engagement at the secondary level, especially with respect to how parents choose to engage and how adolescents perceive this engagement. This article reviews the literature on parent engagement at the secondary level, focusing on its importance to academic achievement, high school completion rates, and social-emotional functioning. Factors influencing parents' decisions to become engaged are discussed, including parental self-efficacy, role construction, and specific invitations from the child. Parent engagement remains important at the secondary level, though parent behaviors appear to change to match the developmental needs of students. Implications for practice and future research are discussed.
Discourse Markers in Non-Native EFL Teacher Talk
Author: Vickov, Gloria
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Elementary School Students,Secondary School Students,Qualitative Research,Statistical Analysis,Discourse Analysis,Teacher Student Relationship,Consciousness Raising,Foreign Countries,Classroom Communication,Classroom Techniques

The present study aims to investigate the use of discourse markers (DMs) in nonnative (Croatian) EFL teachers' talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.
Inclusive Prekindergarten Classrooms in a New Era: Exploring the Perspectives of Teachers in the United States
Author: Anderson, Elizabeth McKendry
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Education,Qualitative Research,Preschool Teachers,Teacher Surveys,Inclusion,Interviews,Observation,Accountability,Teacher Attitudes,Value Judgment,Barriers,Disabilities,Knowledge Level,Common Core State Standards,Teaching Methods,Cooperation,Program Effectiveness

The purpose of this article is to share the results of a qualitative research study designed to shed light on the perspectives of inclusive prekindergarten classroom teachers in the United States. This study used surveys, interviews, and classroom observations to explore understandings of recently adopted learning standards and accountability reforms, as well as perceptions of the benefits and challenges of today's inclusive prekindergarten settings. Data revealed four primary themes: early childhood teachers in inclusive prekindergarten settings value collaboration; they believe inclusive settings have the potential to benefit all children; inclusive prekindergarten teachers are facing significant new challenges; and, they need additional resources to address the challenges and realize the benefits. Building on these data, the authors provide an argument for the field of early childhood education in the United States to help build the capacity of inclusive prekindergarten settings to meet existing challenges and new demands.