ethanporcaro/eric-fulltext-meta huggingface dataset:
Achieving Flourishing City Schools and Communities--Corporate Reform, Neoliberal Urbanism, and the Right to the City
Author: Means, Alexander
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Change,Neoliberalism,Urban Education,Democratic Values,Educational Researchers,Urban Areas,Privatization,Commercialization,Educational Trends,Educational Finance,Public Education,Educational History,Elementary Secondary Education

This essay critiques the ideological assertions of corporate school reform and discusses how these logics perpetuate failure in urban education. Drawing on theories of neoliberal urbanism, the right to the city, and the commons, the essay argues that educational researchers and advocates need to reframe the values of urban education in line with a conception of human flourishing and democratic potentiality.
Why Philosophy Is Important for Administrators in Education
Author: Michaud, Nicolas
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Policy,Knowledge Base for Teaching,Theory Practice Relationship,Educational Practices,Policy Formation,Governance,Educational Administration,Administrators

The fact that &quot;philosophy,&quot; to many people, is just a mysterious word that brings to mind images of white beards and mysticism is no surprise. Contemporary society seem to have little reason to value a field devoted to ideas rather than production. Simply, philosophy is impractical, a distraction from the important world of growing an economy and living real life. What, perhaps, is more surprising is that philosophy is now, also, a dying field within academia itself. As research and inquiry becomes more specialized, there is little reason to indulge the pedantic meanderings of those who do not wish to do something. Educational practitioners, in particular, have little reason to worry about philosophy when they are busy trying to help students. It takes only a brief moment, though, of reflection on a few major thinkers in philosophy to realize that education has never left the world of philosophy and is in great danger of failing to do the best it can for students if practitioner's knowledge of philosophy is passing at best. This work discusses the importance of a knowledge of both Plato and Locke to effective policymaking in education contemporarily and warns practitioners of the danger of practice without theory.
A Review of Meta-Analysis Packages in R
Author: Polanin, Joshua R.
Date: 2017-04-00
Type: Journal Articles
Subjects: Meta Analysis,Open Source Technology,Computer Software,Effect Size,Computer Oriented Programs,Multivariate Analysis,Diagnostic Tests,Accuracy,Network Analysis,Bayesian Statistics,Statistical Bias

Meta-analysis is a statistical technique that allows an analyst to synthesize effect sizes from multiple primary studies. To estimate meta-analysis models, the open-source statistical environment R is quickly becoming a popular choice. The meta-analytic community has contributed to this growth by developing numerous packages specific to meta-analysis. The purpose of this study is to locate all publicly available meta-analytic R packages. We located 63 packages via a comprehensive online search. To help elucidate these functionalities to the field, we describe each of the packages, recommend applications for researchers interested in using R for meta-analyses, provide a brief tutorial of two meta-analysis packages, and make suggestions for future meta-analytic R package creators.
Pedagogies of Transformation for High School Study Abroad Programming
Author: Monaghan, Christine E.
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Students,Study Abroad,Ethnography,Interdisciplinary Approach,Student Behavior,Behavior Change,Transformative Learning,Teacher Behavior,Teacher Student Relationship,Case Studies,Teacher Attitudes,Place Based Education,Poverty,Conflict,Environmental Education,Foreign Countries,Program Descriptions,Secondary School Teachers,Grounded Theory

This autoethnographic case study examines the ways in which high school students and teachers' behaviors, values, and attitudes were transformed during their participation on a semester-long study abroad program in Central America. The study found that an integrative pedagogical approach in which place-based content was paired with place-based experience as well as critical reflection was the most effective process by which teachers facilitated transformation in students' behaviors, values and attitudes. Additionally, an interdisciplinary approach developed by faculty-members resulted in a high degree of student transformation as well as a transformation in teachers' own behaviors, values, and attitudes. This study is valuable for administrators and course planners in grades 9-12 as well as in higher ed. in devising curricular and pedagogical approaches for study abroad programming that effectively facilitates student transformation.
Dissertation Journeys of Scholar-Practitioners in an Educational Leadership for Social Justice Program
Author: Dailey, Ardella
Date: 2016-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Graduate Students,Social Justice,Case Studies,Leadership Training,Urban Schools,College Faculty,Teacher Role,Participant Observation,College Graduates,State Universities,Educational Researchers,Principals,Teacher Researchers

The task of guiding the development of scholar-practitioners as leaders for social justice is inherently challenging. The dissertation journey, unlike any other journey practitioner-based doctoral students face in urban school settings, provides a steep learning curve as they transition from practitioner to scholar-practitioner. This journey challenges doctoral students, particularly those who represent the marginalized students they serve, as they begin to understand their personal history, how they view themselves, how they view others, and the ethical and political issues (Creswell, 2013) they face as their thinking shifts from that of a mere practitioner to that of a scholar-practitioner. This collection of case studies on dissertation research emerged from the collective work of faculty, students, and program graduates of the Educational Leadership for Social Justice Doctoral Program at California State University at East Bay. As we examine the development of scholar-practitioners' research, we consider the role of faculty in supporting not merely the research, but more importantly the work to pursue more equitable outcomes in schools and society. The selected cases represent the complex task of preparing scholar-practitioners to lead for social justice.
Working Together to Foster Candidate Success on the edTPA
Author: Burns, Barbara A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Student Teacher Attitudes,Student Teachers,Student Surveys,Cooperating Teachers,Teacher Surveys,Teacher Attitudes,Training Methods,Models,Teacher Role,School Support,Change Strategies,Performance Based Assessment,Preservice Teachers

This action research study examined the effectiveness of one model for supporting candidates in their work in preparing and submitting their edTPA portfolios. Surveys of student teachers and their cooperating teachers were administered and analyzed to determine how the model impacted their experiences with the edTPA. This data can inform implementation efforts at other campuses.
An Investigation of the Development of Pre-Service Teacher Assessment Literacy through Individualized Tutoring and Peer Debriefing
Author: Odo, Dennis Murphy
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Knowledge Level,Educational Assessment,Student Evaluation,Tutoring,Qualitative Research,Semi Structured Interviews,Reflection,Grounded Theory,Content Analysis,Peer Relationship,Peer Evaluation,Cooperative Learning,Problem Solving,Theory Practice Relationship,Feedback (Response),College Students,Essays

Many pre-service teachers lack deep understanding of assessment concepts and have low selfefficacy for using assessments but pre-service on-campus programs have been shown to support their assessment literacy development. Likewise, individualized tutoring has helped pre-service candidates improve instructional practice and peer debriefing has been found to help push their thinking. However, questions remain regarding the usefulness of these techniques to develop candidates' assessment literacy. The primary aim of this exploratory qualitative study was to describe pre-service teachers' perceptions of assessment literacy and the process of their assessment literacy development during a literacy assessment class containing an individualized tutoring component. Five teacher candidates in a literacy assessment and instruction course at a large urban university in the US engaged in individual semi-structured interviews and submitted written reflections and artifacts which were analyzed following the constant comparative and content analysis methods. Findings were that individualized tutoring allowed participants to apply the assessment techniques they were learning in class to determine their suitability with the diverse urban learners. Likewise, peer debriefing enabled them to share knowledge and ideas, offer mutual support and engage in collaborative problem solving to improve their tutoring. These findings support the conclusion that individualized tutoring and peer debriefing within a graduate class can be effective tools for deepening candidates' reflection, connecting theory to practice, and providing feedback on instructional technique to support their assessment literacy development.
Examining Ritual in a Reggio-Inspired Preschool
Author: Hayes, Shirley
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Education,Reggio Emilia Approach,Teaching Methods,Caring,Ceremonies,Child Development,Preschool Children,Social Status,Transformative Learning

Working and researching in a Reggio-inspired preschool for one year allowed me to witness repeated rituals of schooling, especially the walk-around-the-candle birthday ceremony. In this paper, I focus on the importance of ritual to human endeavors and share the educational, transformational, and caring quality that these rituals hold for children and adults. I give examples of three rituals for three different age groups that provide a sense of the importance of these rituals to the continuity and richness of this community of learners. I hope to have made the important point of how parents and others affiliated with any school are partners in each child's education, their transformation, and their transcendence into educated individuals, which comes with involvement, seriousness, and responsibility on the part of everyone involved with the child's life.
Little by Little the Bird Builds Its Nest: First Steps in Cross Cultural Curriculum Training
Author: Harte, Helene Arbouet
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Teamwork,Journal Writing,Curriculum Development,Barriers,Curriculum Implementation,Teacher Collaboration,Social Justice,Slavery,Child Labor,Conservation (Environment),Cultural Influences,Workshops,Consciousness Raising,Racial Identification

With the goal of raising awareness of child slavery and devastation of the natural environment in Haiti, while simultaneously supporting active teaching strategies, a team of educators collaborated to develop The Respecting Haiti curriculum. Following development of the curriculum, representatives from the team facilitated curriculum training with teachers in Haiti. The process continues to evolve as participants work to build on strengths and use individual expertise to enhance our collective knowledge and develop an effective and authentic curriculum. This paper provides a brief overview of the development of a &quot;draft&quot; curriculum, and the experiences and lessons learned by the team of faculty conducting training on the curriculum. Using an analysis of journals, curriculum materials, and notes, the authors identified four key themes necessary to avoid barriers to full successful curriculum implementation: negotiation, confrontation, preparation and connection. The process and experiences presented may serve as a model to inform curriculum development and training in developing countries.
Toward a Pedagogy of the Absurd: Constitutive Ambiguity, Tension, and the Postmodern Academy
Author: Wolken, David J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Postmodernism,Theory Practice Relationship,Critical Theory,Authors,Self Concept,College Faculty,Correlation,Critical Thinking,Ethics,Universities,Literary Genres,Philosophy,Psychological Patterns,Educational Philosophy,Ambiguity (Context)

Over the course of the past few decades, scholars and theorists have engaged in a dynamic and concerted effort to interpret, make sense of, and resist a variety of social phenomena often categorized under the concept of &quot;postmodernism.&quot; This project has also been taken up by educators of various stripes, especially those who identify their work as belonging in a &quot;critical&quot; tradition such as critical theory or critical pedagogy. In this paper, I aim to join the discussion of critical education scholars through an analysis of Albert Camus's work on the concept of the absurd. In particular, I interpret the absurd as it relates to the identity and work of critical academics in the postmodern university. After providing an orienting perspective of the key elements of postmodernity and critical pedagogy that are relevant to my project, I move into a discussion of the connections between Camus's concept of the absurd and postmodernism. Working from this basis, I then suggest the relevance and value of the absurd to critical academics within two general constellations of challenges: critical thought/identity and moving from theory to practice, especially in the absence of any forthcoming consensus or unity of intellectual or ethical systems. I conclude by recapitulating my main arguments and gesturing toward potential for further development. Ultimately, the essay ends by raising the question of the value of raising a question.
Class Exploration to a Campus Library Curriculum Center to Develop Book-Building Capacity for Teacher Candidates
Author: Russello, Camille M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Academic Libraries,Elementary Education,Class Activities,Childrens Literature,Student Surveys,Interviews,Student Reaction,Field Trips

The purpose of this pilot was to examine the effectiveness of the practice of providing opportunities for undergraduate elementary education teacher candidates to explore the campus library curriculum center as a group regularly during class time. During their visits, teacher candidates were guided in selecting and analyzing children's literature for their future teaching. The research was focused on how these visits impacted teacher candidates' understanding of children's literature and literacy development. Data were collected through a survey administered at the conclusion of the course and responses were probed further during one-on-one interviews. Candidates described these visits as beneficial in exploring literature collaboratively and deepening their knowledge about curricular materials available to support and enhance their teaching. Teacher candidates were able to develop skills in choosing appropriate texts embodying targeted characteristics. They benefitted from the shared sociolinguistic experiences selecting and examining texts in the curriculum center with teacher and peer support. The results of this investigation suggest that these exploratory curriculum center visits may be a promising practice for teacher educators to include in children's literature courses.
Critical Thinking Skills and Academic Maturity: Emerging Results from a Five-Year Quality Enhancement Plan (QEP) Study
Author: Toppin, Ian N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Thinking,Maturity (Individuals),Academic Ability,Student Evaluation,Thinking Skills,Pretests Posttests,College Freshmen,College English,College Mathematics,Abstract Reasoning,Learning Strategies,Student Development,Black Colleges,Scores,Comparative Analysis,Instructional Program Divisions,Statistical Significance,Differences

The QEP that was implemented in this study focused on enhancing students' critical thinking skills. A pretest/posttest approach was used to assess students' critical thinking progress in freshman level core English and Math courses. An intervention was performed involving intensive instruction and assignments relating to a set of reasoning strategies such as: analytical, analogical, inductive, deductive, and comparative reasoning, among others. When students performed well on assignments by applying the reasoning strategies, it was assumed that critical thinking occurred. However, pre/posttest results in these classes were often disappointing, and seemed at times to suggest that freshmen are not very good critical thinkers. Whereas, when another critical thinking national assessment, the Collegiate Assessment of Academic Proficiency (CAAP) Exam was given during the sophomore, or junior year, students performed very well. Thus, the hypothesis that critical thinking skills may be impacted by academic maturity began to emerge.
Globally Engaged, Locally Active: A Curriculum for Intercultural Competence
Author: White, William
Date: 2014-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Universities,Program Descriptions,Global Education,International Education

The author examines ways in which considerations for global communities exist within home-based universities and spotlights the State University of New York at Buffalo as it recently developed the new &quot;global engagement&quot; category within it's intellectual foundations program.
Human Identities and Nation Building: Comparative Analysis, Markets, and the Modern University
Author: Callejo Pérez, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Concept,Nationalism,Higher Education,Sustainable Development,Foreign Countries,Institutional Cooperation,Role of Education,Individual Development,Curriculum,Educational Change,Education Work Relationship,Employment Potential,Social Differences,Global Approach

The purpose of this article is to discuss the dilemma of the multi-university in sustainable education, research, and outreach by addressing some of the ways in which universities, must generate actions that seek to address these challenges, develop strategic relationships, and maximize their potential in the areas of teaching, research and service to society. Significantly, we examine how sustainability is experienced by nations--in our case Mexico--by analyzing higher education and its mission in developing citizens and economic sovereignty. The author's goal is to establish a new paradigm by which practitioners and researchers can collaborate to produce the ideas that stimulate sustainable development.
Promising Practices in Higher Education: Art Education and Human Rights Using Information, Communication Technologies (ICT)
Author: Black, Joanna
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Practices,Higher Education,Art Education,Civil Rights,Information Technology,Technology Uses in Education,Visual Arts,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Integrated Curriculum,Models,Values,Accountability,Transformative Learning,Immigrants

Promising pedagogical practices is described in relation to incorporating ICT (Information, Communication and Technologies) with the study of Human Rights issues in Visual Arts Education for teacher candidates. As part of a course, &quot;Senior Years Art,&quot; students at the Faculty of Education, University of Manitoba during 2013-2014 experienced a class project entitled, &quot;digiART and Human Rights: A New Media, Arts Integrated Project.&quot; For this course the authors drew upon a pilot course held earlier in 2011 as a Faculty of Education Summer Graduate Institute in which significant curricula using new media was connected to the theories outlined in the Human Rights Education Paradigm by Tibbitts (2002) specifically related to the (1) values/awareness model (2) accountability model and (3) transformational model. The authors found that models 1 and 3 relate to pedagogical approaches regarding ICT in visual arts education. In this article the writers will describe one outstanding student's process learning about ICT in relation to examining the Canadian immigrant experience. The pedagogical approach used has the promise for wider relevance across subject areas.
The ArtEast School for Contemporary Art: Interview with Gulnara Kasmalieva and Muratbek Djumaliev
Author: Hinderliter, Beth
Date: 2014-00-00
Type: Journal Articles
Subjects: Art Education,Nontraditional Education,Foreign Countries,Artists,Art Activities,Barriers,Social Change,Educational Strategies

In this interview Gulnara Kasmalieva and Muratbek Djumaliev discuss how the ArtEast school provides a non-traditional and non-commercial forum for contemporary art that had not previously existed in their home country. Despite its financial and material constraints, the ArtEast School fosters a space of dynamic social engagement and its pedagogical success can be seen as a model for international education.
Adding Fuel to the Fire: Life and Meaning of Data in a Principal's World
Author: Angelaccio, Donald S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Principals,Data Analysis,Middle Schools,Doctoral Dissertations,Action Research,Educational Change,Reflection,Educational Practices,School Districts,Supervisors,Administrator Attitudes,Faculty Development,Evidence,Learning Experience,Participant Observation,Semi Structured Interviews

In this paper a former middle school principal and his dissertation chair look back at the research process envisioned and carried out against the neo-positivist grain aggressively put forward by the government and espoused in school districts across the United States. We revisit the meaning of data and show how they emerged from the paradigmatic stance of action research and came to life via collaboration between teachers-research participants and a school principal-researcher. We provide examples of data that was simultaneously collected and interpreted and served as evidence that the process of action research resulted in meaningful learning, genuine change, and reflective instructional practices.
Differentiating Writing Instruction: Meeting the Diverse Needs of Authors in a Classroom
Author: Shea, Mary
Date: 2015-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Writing Instruction,Student Needs,Authors,Writing (Composition),Writing Processes,Writing Evaluation,Teaching Methods,Decision Making,Scaffolding (Teaching Technique),Definitions,Writing Strategies,Check Lists,Evaluation Methods,Writing Skills,Skill Development,Sentence Structure,Vocabulary,Spelling,Grammar,Workshops

This article outlines a rational for responsive, differentiated writing instruction that targets students' identified needs with respect to various dimensions of the writing process. Discussed is a cycle that requires ongoing assessment, instructional decision-making, responsive, differentiated instruction, guided practice, and assessment. Responsive teaching holds great promise. Teachers' mindful implementation of interventions will determine the success of this principle.