ethanporcaro/eric-fulltext-meta huggingface dataset:
What Do Graduates Say about Multicultural Teacher Education?
Author: Colon-Muniz, Anaida
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Schools of Education,Multicultural Education,Teacher Education Programs,Academic Achievement,Social Justice,Surveys,Interviews,Federal Legislation,Evaluation

The former president of Teachers College, Columbia University, Arthur Levine questioned the connection between what one learns in pre-service teacher education programs and what one does as a teacher. From a meta-analysis of several studies he found that: A shockingly low percentage of principals said that their teachers were very or moderately well prepared to meet the needs of students from diverse cultural backgrounds (28 percent); to work with parents (21 percent); and to help students with limited English proficiency (16 percent.) The authors have been concerned about the education of diverse student populations in California that is why they conducted this study. Through this study, the authors wanted to assess the impact that their teacher preparation course on multicultural education has had on teachers' self-perceptions and practices as multicultural educators. (Contains 1 figure and 1 table.)
Through the Eyes of the Preservice Teacher: Using a Reflective Reading Journey to Inform Teaching and Learning
Author: Gibson, Karen M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Reading Improvement,Children,Adolescents,Teacher Education,Teacher Education Programs,Reflective Teaching,Reading Instruction,Teacher Leadership,Reading Ability,Reading Readiness,Reading Skills,Reflection

Many factors affect attitudes toward reading, including parent and other caretaker support, sibling attitudes, school and library programs, curriculum and instruction, and, of course, teachers. While working with preservice teachers pursuing licensure in pre-kindergarten through adolescent education, it became evident that the students had many preconceived notions about reading, based on their own experiences as children, youth, and young adults, and that an examination of these experiences could be a powerful tool in developing a better understanding of their future students' needs during the various stages of reading development. In this article, the author shares her effort in enabling her students to better understand their personal relationship to reading and to create an opportunity for them to think about how their past experiences might affect their future students by using a reflective reading journey.
Mathematics Stories: Preservice Teachers' Images and Experiences as Learners of Mathematics
Author: Guillaume, Andrea M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Educational Change,Numeracy,Mathematics Education,Academic Achievement,Teacher Education,Mathematics Achievement,Science Achievement,Science Education,Comparative Education

This study seeks to determine whether national trends in subject matter knowledge and in curricular experiences hold true for prospective teachers who attended K-12 schooling during the reform period. It further seeks to determine other influences on teachers' visions of mathematics and goals for themselves as mathematics teachers. Teachers' past experiences and knowledge have an impact on their ability to teach mathematics. Autobiographies, or what they are calling math stories, provide one way to study these experiences. Through the powerful lens of mathematics stories, this study seeks to view teachers' past experiences, to begin to deconstruct possible limiting notions, and to build on solid notions of mathematics and mathematics instruction to better shape classroom practice for tomorrow's students. (Contains 3 tables and 1 figure.)
Teaching an Integrated Science Curriculum: Linking Teacher Knowledge and Teaching Assignments
Author: Harrell, Pamela Esprivalo
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Characteristics,Grade Point Average,Earth Science,Science Instruction,Science Curriculum,Professional Development,Biology,Chemistry,Scores,Biological Sciences,Physics,Integrated Curriculum,Science Teachers,Secondary School Science,Secondary Education,High Schools

A number of factors affect successful implementation of an integrated science curriculum, including various outputs and inputs related to teacher quality such as professional development experiences, adequate planning periods, and adequate content preparation of teachers with regard to content knowledge associated with the curriculum taught. This study examines factors related to teacher quality inputs (coursework, grade point average, and teacher test scores). Specifically, the focus is on teacher knowledge related to eighth grade science in Texas, which uses an interdisciplinary science curriculum consisting of topics in life science, chemistry, physics, and Earth science. (Contains 4 tables and 3 figures.)
College Students' Beliefs about Comprehension when Reading for Different Purposes
Author: Linderholm, Tracy
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Recreational Reading,Content Area Reading,Study Skills,Reading Comprehension,Differences,Self Efficacy,Self Evaluation (Individuals),Reading Tests,Reading Achievement,Cognitive Processes

Readers' beliefs about their understanding and test performance as a function of the reading purpose was examined. Participants read a series of expository texts for entertainment or study purposes, answered questions about the texts, and their beliefs about future and past test performance were assessed. The results showed that students believed their understanding and test performance (both future and past) was superior when reading for study compared to entertainment purposes; however, actual test performance did not differ between reading purposes. Thus, students' beliefs about their understanding, as a function of the reading purpose, did not match actual test performance. A goal for reading instructors is to facilitate a better match between students' beliefs about reading efforts and actual test performance.
Tutoring Center Effectiveness: The Effect of Drop-In Tutoring
Author: Cooper, Erik
Date: 2010-00-00
Type: Journal Articles
Subjects: Tutoring,Peer Teaching,Academic Support Services,College Students,Attendance,Help Seeking,Predictor Variables,Academic Achievement,Program Effectiveness,Grade Point Average,Persistence

While tutoring as a whole has been demonstrated to improve student learning across a variety of subjects and age groups, there is little published evidence for the effectiveness of drop-in tutoring at the undergraduate level. This type of tutoring can be derided as homework help; however, it is clear from this study that students who made use of the Tutoring Center (TC) regularly gained more academically than simply help with an individual class. In fact students who visited the TC more than 10 times per quarter had approximately 10% higher rates of persistence and approximately 0.2 points higher average GPA's than students who infrequently visited or who do not visit the TC during their first year of college. (Contains 8 tables and 5 figures.)
Academic Support and College Success for Postsecondary Students with Learning Disabilities
Author: Troiano, Peter F.
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Support Services,College Students,Learning Disabilities,Incidence,Help Seeking,Attendance,Data,Graduation Rate,Discriminant Analysis,Predictor Variables,Grade Point Average,Graduation

The relationship between degree of academic support center use and college success was examined in a population of 262 college students with learning disabilities. Five years of attendance data and graduation rates were examined and submitted to discriminant function analysis to evaluate the predictive influence of academic support center use on college student outcomes. Results indicated that students who had higher levels of attendance in an academic support center had higher overall grade point averages and higher rates of graduation. That is to say, students with learning disabilities who attended learning support centers regularly were more likely to have higher grades and graduate college than those who did not. (Contains 3 tables.)
Metacognitive Reading Strategies Can Improve Self-Regulation
Author: Nash-Ditzel, Susan
Date: 2010-00-00
Type: Journal Articles
Subjects: Protocol Analysis,Reading Strategies,Developmental Studies Programs,Metacognition,Case Studies,College Students,Reading Instruction,Scaffolding (Teaching Technique),Interviews,Outcomes of Education,College Freshmen,Community Colleges,Student Attitudes

This case study explores the impact of metacognitive reading strategies on the ability of five college students in developmental courses to self-regulate while reading. Instruction in reading strategies derived from past research on metacognition was scaffolded, based on Pearson and Gallagher's (1983) model of gradual release of responsibility. Through the use of interviews, think-aloud protocols, informal observations and document analysis, the following outcomes of instruction were uncovered: increased knowledge of reading strategies, ability to use the strategies successfully to change overall reading behavior, and understanding of the strategies' value. The combination of these outcomes seems to have contributed to the students' ability to self-regulate while reading.
Effects of Response Mode and Time Allotment on College Students' Writing
Author: Lovett, Benjamin J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Writing Ability,College Students,Writing Evaluation,Writing Tests,Time,Handwriting,Word Processing,Standardized Tests,Essays,Age Differences,Disabilities,Testing Accommodations

Written essays are a common feature of classroom and high stakes standardized tests at many age levels. However, little is known about how small alterations in the writing task affect students' writing, an issue made more important by the increasing use of task alterations for students with disabilities. In the present study, 140 college students completed a standardized assessment of writing ability under one of two timing conditions (10 minutes, 15 minutes) and with one of two response formats (handwritten, word-processed). Students who used a word processor wrote significantly more than did students who handwrote their essays. However, the extended time allotment only increased students' amount of writing in the word processor condition. Only small differences between the groups' essays were found in spelling, grammar, and related characteristics. Implications of these results for future research and writing assessment policies are discussed. (Contains 3 tables.)
Theory to Practice: Developmental Mathematics Program--A Model for Change
Author: Vasquez Mireles, Selina
Date: 2010-00-00
Type: Journal Articles
Subjects: Two Year Colleges,College Mathematics,Mathematics Education,Academic Standards,Remedial Mathematics,Instructional Improvement,Alignment (Education),Theory Practice Relationship

The Developmental Mathematics Program (DMP) at Texas State University-San Marcos in central Texas has undergone systemic, significant changes over the past ten years. These changes primarily resulted from the alignment to the American Mathematical Association of Two-Year Colleges' (AMATYC) Crossroads in Mathematics: Standards for Introductory College Mathematics Before Calculus (Cohen, 1995) and Beyond Crossroads: Implementing Mathematics Standards in the First Two Years of College (Blair, 2006), incorporation of existing research regarding developmental education in general and developmental mathematics in particular, and infusion of best practices. This article details the impetus for change and provides a description of the current program as well as an explanation of future goals for the DMP.
Automotive Technology Student Learning Styles and Their Implications for Faculty
Author: Threeton, Mark D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Auto Mechanics,Vocational Education,Cognitive Style,Teacher Educators,Teaching Methods,Educational Needs,Industry,Educational Experience,Postsecondary Education

In an effort to provide Career and Technical Education (CTE) professionals with additional insight on how to better meet the educational needs of the learner, this study sought to identify the preference for learning of postsecondary automotive technology students. While it might appear logical to naturally classify auto-tech students as primarily hands-on-learners, the results suggested that the sample was a diverse group of learners with specific educational preferences within the automotive technology program. With a lack of learning style research within the trade and industry sector of CTE, findings may be useful to trade and industry teachers and or teacher educators interested in diversifying curriculum and instruction via strategies to enhance the educational experience for the student learner. (Contains 3 figures and 6 tables.)
Teacher Challenges to Implement Engineering Design in Secondary Technology Education
Author: Kelley, Todd R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Technology Education,Secondary Education,Educational Practices,Engineering Education,Barriers,Program Implementation,Program Effectiveness,Engineering

This descriptive study examined the current status of technology education teacher practices with respect to engineering design. This article is the third article in a three-part series presenting the results of this study. The first article in the series titled "Examination of Engineering Design Curriculum Content" highlighted the research findings regarding engineering design curriculum content delivered by technology education teachers. The second article in the series titled "Examination of Assessment Practices for Engineering Design Projects in Secondary Technology Education" reported technology education teachers' assessment practices when implementing engineering design projects in the classroom. The sample for this study was drawn from the current International Technology Education Association (ITEA) membership database. This article will present the research findings that identified challenges faced by technology educators when seeking to implement engineering design. (Contains 2 tables.)
A Cross-Case Analysis of Gender Issues in Desktop Virtual Reality Learning Environments
Author: Ausburn, Lynna J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Gender Issues,Gender Differences,Vocational Education,Gender Bias,Computer Simulation,Educational Environment,Females

This study examined gender-related issues in using new desktop virtual reality (VR) technology as a learning tool in career and technical education (CTE). Using relevant literature, theory, and cross-case analysis of data and findings, the study compared and analyzed the outcomes of two recent studies conducted by a research team at Oklahoma State University that addressed gender issues in VR-based training. This cross-case analysis synthesized the results of these two studies to draw conclusions and implications for CTE educators that may assist in developing or implementing successful virtual learning environments for occupational training. The cross-study findings suggested that males and females may be differently affected by VR and that females may be less comfortable, confident, and capable in virtual learning environments, particularly when the environments are highly technical and visually complex. The findings indicate caution in the use of VR in mixed-gender CTE programs, particularly in programs that are heavily female-gendered. (Contains 1 figure.)
Motivation while Designing in Engineering and Technology Education Impacted by Academic Preparation
Author: Mentzer, Nathan
Date: 2009-00-00
Type: Journal Articles
Subjects: Engineering Education,Engineering,Design,Technology Education,Student Motivation,Grade 11,Thinking Skills,Perspective Taking,Grade Point Average,College Preparation

The purpose of this study was to determine if high school students' academic preparation was correlated with change in motivation during an engineering design challenge. The research was conducted in a high school classroom in which elements of engineering design were taught in a technology education context to eleventh-grade student from diverse academic backgrounds (measured by grade point average [GPA]). Participant motivation was assessed by the California Measure of Mental Motivation (CM3). The CM3 measures student motivation to apply critical thinking skills and reasoning to solve problems in five subscales: mental focus, learning orientation, creative problem solving, cognitive integrity, and scholarly rigor. Findings of this study suggested that knowledge of students' GPA served as a predictor of student motivation. With the exception of the mental focus subscale, growth over time was not related to GPA. Change across multiple time points in the other four subscales of learning orientation, creative problems solving, cognitive integrity, and scholarly rigor did not show significant correlation with mathematics, science or communication GPA. (Contains 2 figures and 3 tables.)
A Relational Study of Students' Academic Achievement of Television Technology in Technical Colleges in Delta State of Nigeria
Author: Umunadi, Kennedy E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technical Institutes,Human Capital,Gender Differences,Academic Achievement,Television,Technology Education,Urban Schools,Rural Education,Theory Practice Relationship

This study examined the relationship between the male and female students' academic achievement in the subject of television in urban and rural technical colleges in Delta State. There are two research questions and one null hypothesis formulated to guide the study. The population for the study consists of 731 students of the six technical colleges in the Delta State offering Television Technology as a subject. No sampling was conducted due to the small number of students involved in the study. The two research questions were answered using percentages while the null hypothesis was tested using ANOVA at 0.05 level of significance. The findings revealed that males performed better than their female counterparts. It was also revealed that urban students performed better than their rural counterparts in NABTEB examinations in 2005 and 2006 respectively. There is no significant difference in the mean scores of male and female students in television subjects in technical colleges. There is a significant difference in the mean scores of students in television in urban and rural technical colleges. Based on these findings, it was recommended that teachers should teach the practical and theoretical aspect of the television subject to improve the academic achievement of students. (Contains 5 tables.)
Storytelling in the Second Language Classroom
Author: Pennington, Gill
Date: 2009-08-00
Type: Journal Articles
Subjects: Class Activities,Story Telling,Learning Activities,Second Language Learning,Role,Self Concept,Cultural Background,English (Second Language),Second Language Instruction,Child Development,Cognitive Development,Emotional Development

The power of storytelling is universal. Throughout history, and throughout the world, communities have gathered together their stories as a way of making meaning from their experiences and of making connections between themselves. This paper examines the role stories play in helping us to identify ourselves as cultural beings and it describes how this identity relates to those learning an additional language in a new setting. With reference to 20 young students in an Introductory English Centre, the paper documents the classroom activities that surround eight storytelling sessions. The ways in which these activities contribute towards the children's cognitive, emotional and linguistic development are examined and the paper concludes with an affirmation of the value of storytelling as a vehicle for second language development.
Addressing the Educational Challenges Faced by African Refugee Background Students: Perceptions of Western Australian Stakeholders
Author: Oliver, Rhonda
Date: 2009-08-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Cultural Pluralism,Cultural Differences,English (Second Language),Second Language Learning,Qualitative Research,Access to Education,Literacy,Educational Attitudes,Stakeholders

Australian schools have a long history of providing education to students from culturally and linguistically diverse background, including new arrivals who are still in the process of acquiring English as an additional language. Nonetheless, the cohort of refugee children and youth coming from Africa's troubled regions in the last few years poses additional challenges for ESL and mainstream teachers. This paper draws on data from a qualitative research project undertaken in Western Australia to explore the perceptions of African refugee background students, their parents/caregivers, teachers and others involved in their education and support. The findings are described with respect to the perceived overarching challenges faced by students and teachers and as well as he main literacy issues which, in turn, affect student access to the wider curriculum. Possible strategies to address the problems identified by participants and literacy professionals are proposed.
Advancing Articulation: Models of College-University Collaboration in Canadian Higher
Author: Kirby, Dale
Date: 2008-00-00
Type: Journal Articles
Subjects: Models,Articulation (Education),Foreign Countries,Alignment (Education),Best Practices,Educational Practices,Intercollegiate Cooperation,Transfer Policy,Transfer Programs,Research Reports,College Programs,Institutional Characteristics

This paper reports on the results of an analysis of program articulation between the college and university sectors in Canada. The Canadian post-secondary system is best described as a binary system with discrete university and non-university sectors. While there are complex sectoral differences between the two institutional types in terms of their history, mandate, culture and governance and significant differences between the level of coordination existent in each of the provinces, a number of transfer and collaborative program models have emerged and are identifiable. The program transfer models include the course-by-course transfer model, the multiple course transfer model, the block transfer model, and the program bridging transfer model. The identified collaborative models outlined include the integrated model, the articulated model, the parallel model, the sandwich model and two different hybrid models. As the categorization provided indicates, these models require varying levels of institutional integration and cooperation. (Contains 1 footnote.)