ethanporcaro/eric-fulltext-meta huggingface dataset:
Hidden Casualties of Urban Teacher Turnover: Black Students Share Their Experiences
Author: Id-Deen, Lateefah
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Teaching,Labor Turnover,Teacher Persistence,Qualitative Research,African American Students,Grade 7,Mathematics Teachers,Student Attitudes,Interviews,Teaching Methods,Teacher Student Relationship

Although teacher turnover affects many schools to some degree, it is especially problematic in urban settings (Ingersoll &amp; Smith, 2003). This qualitative study examined the perspectives of five Black urban students who experienced a midyear teacher change in their 7th grade mathematics classroom. Findings suggest that these students were able to identify instructional strategies that support their learning, and describe the importance of positive student-teacher relationships in the classroom. Specifically, the data indicated that students wanted better support from their new teacher after they experienced losing their first teacher during the school year. Concluding recommendations emphasize the importance of attending to the needs of students in urban schools, from their perspectives, in cases of teacher turnover.
Toward a Radical Praxis for Over-Age, Under-Credited African American Students
Author: Jackson, Iesha
Date: 2016-00-00
Type: Journal Articles
Subjects: Praxis,African American Students,High School Students,Mental Age,Educational Experience,Racial Differences,Age Differences,Gender Differences,Case Studies,Culturally Relevant Education,Critical Theory,Educational Strategies,Nontraditional Education,Observation,Interviews,Extracurricular Activities,Learning Activities,Discipline Policy,Educational Practices,Teaching Methods,Educational Improvement,Change Strategies,Student Attitudes,Race

The &quot;over-age, under-credited&quot; (OA/UC) student population is defined as high school students who are at least two years behind their peers in terms of age and credits earned toward a high school diploma. To date, few studies have examined the schooling of OA/UC students. The purpose of this study is to use the insights of six African American OA/UC high school students to define strategies for improving educational outcomes at their school. The specific research question explored is: What recommendations, rooted in participants' race, gender, and age, do they offer for improving the educational experiences of OA/UC students? Data analysis for this case study incorporates critical race theory, adult learning theory, and culturally relevant pedagogy as a comprehensive theoretical and analytic framework. The findings serve to provide a foundation for realizing a radical praxis that leads to substantive changes in the education of OA/UC African American high school students.
Students and Teachers Co-Constructing Identity
Author: Dell'Angelo, Tabitha
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Students,Beliefs,After School Programs,Interpersonal Relationship,Observation,Journal Writing,Professional Identity,Anxiety,Psychological Patterns,Transformative Learning,Persistence,Coping,Attitude Change,Content Analysis,Qualitative Research,Interviews

This paper examines how pre-service teachers were able to explore their own beliefs and build meaningful relationships with elementary school students in an after-school context. After school programs provide an opportunity for teachers and students to get to know one another in a way that is not typically possible during the regular school day. Through observations and review of pre-service teacher journals, insights about the value of after-school programs as a sight for self-appraisal, challenging biases, and confirming (or reconsidering) the choice to become a teacher are revealed. Results suggest that combining the after-school practicum experience with selective readings and class discussions allowed preservice teachers to take a critical look at their choice to become a teacher and their disposition toward typically marginalized children and schools.
Copyright Basics and Review: Scenarios for the Practicing School Librarian
Author: Butler, Rebecca P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Copyrights,School Libraries,Librarians,Definitions,Laws,Plagiarism,Access to Information,Shared Resources and Services,Contracts,Intellectual Property,School Policy,Compliance (Legal),Guidelines

School librarians work with a variety of individuals; the largest groups are usually made up of students (most often K-12, but perhaps also preschoolers), teachers, and administrators. However, it is also possible that school staff, students' parents and guardians, and even the community at large might participate in school library functions and activities, as well as use its facilities and access information in library materials in digital, analog, or print forms. Copyright may come into play when any one of these groups uses materials that they themselves did not create or from which they do not have permission to &quot;borrow&quot; text, images, video, etc. For the purposes of this article, the author will focus on student and faculty borrowing from copyrighted materials in the United States and on the school librarian's response to such use. Additionally, working with creators of original work will be addressed. This article provides important definitions and scenarios illustrating some of the most important copyright concepts for the school librarian. For some, this article may provide new information. For others, these scenarios can serve as a review of dos and don'ts. The author has also included some ways to use the law as a friend, rather than as the hindrance it sometimes seems to be.
Person-Centered Counseling and Solution-Focused Brief Therapy: An Integrative Model for School Counselors
Author: Dameron, Merry Leigh
Date: 2016-00-00
Type: Journal Articles
Subjects: Therapy,School Counselors,School Counseling,Counseling,Counseling Techniques,Counselor Training,Student Needs,Counselor Role,Counseling Services,Integrated Activities,Counseling Theories,Models,Case Studies

Increasing demands upon the time of the professional school counselor combined with the call by the American School Counselor Association to provide direct services to students may lead many in the profession to wonder from what theoretical standpoint(s) they can best meet these lofty goals. I propose a two phase approach combining person-centered counseling with solution-focused brief therapy as a concrete, functional method to address student counseling needs within the school setting.
Copyright Resources for School Librarians
Author: Johnson, Yvonne M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Copyrights,School Libraries,Librarians,Annotated Bibliographies,Laws,Guidelines

This article provides a collection of annotated citations for online resources of interest to school librarians; the focus is on copyright law, related information, and guidelines. The citations are organized by themes based on common issues. Copyright protects originally created works, including movies, recorded music performances, novels, photographs, video games, paintings, poetry, and more. This collection of resources offers a sample of information and materials available to school librarians as they work on copyright issues with students, teachers, and administrators.
When Stars Align: Teachers &amp; Students Shine Brighter
Author: Baker, Sheila F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Teaching Methods,Technology Uses in Education,Educational Technology,Technology Integration,Teacher Education Programs,Preservice Teachers,Librarians,Teacher Education,Librarian Teacher Cooperation

A new teacher enters the classroom for the first time equipped with teaching strategies, technology-integration models, and classroom experiences acquired during his or her teacher preparation program. These new teachers are often unaware that down the hall exists their greatest resource for today's technologies and their strongest potential instructional partner. Their future partner is someone they have probably never encountered in their teacher preparation program; this bright star is their school librarian. Too often, teachers are not aware of how school librarians can support their teaching and technology-integration efforts. Equally, pre-service school librarians are provided limited opportunities to work with classroom teachers. To address these concerns, it is critical that teacher education programs provide opportunities for pre-service teachers and pre-service school librarians to collaborate. Pre-service teachers need opportunities to collaborate with pre-service school librarians so that pre-service teachers can experience the value of partnering with the school librarian. Providing pre-service school librarians with opportunities to collaborate with pre-service teachers can better prepare librarians for their role as support for classroom teachers. Ever-changing technologies create a vital and ongoing need for teachers to collaborate with school librarians throughout their teaching careers. The university under study is at the forefront of addressing the need for this vital connection between school librarians and teachers; the School of Education recently adopted a new department configuration that partnered the school librarian- and instructional technology-preparation programs. The project goals were to use instructional technology in various courses in the Teacher Education and the School Library and Information Science programs to introduce teacher candidates to the value of collaborative partnerships with school librarians and to provide practical experiences for school librarian candidates. The intent was to provide teacher candidates with real-world learning experiences in technology integration and collaboration with pre-service school librarians; these experiences encouraged teachers to continue these practices once in the field.
From Mary Virginia Gaver to the CLASS Research Summit: A Journey toward Causality and Student Success
Author: Soulen, Rita R.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Role,Electronic Libraries,Library Research,Correlation,Success,Academic Achievement,Theory Practice Relationship

Mary Virginia Gaver conducted the first correlational research in the field of school libraries. Many in the field trace the beginning of the search for proof that effective school libraries impact student learning to her study published just over fifty years ago. While conducting her study she developed measures of the effectiveness of school library programming and the positive influence of a certified school librarian. Today's digital environment allows us to display effects that were never possible in Gaver's analog world. Recent efforts to establish causality have been mounting. From the linear analog world of Mary Virginia Gaver to today's hyperlinked digital environment, school library research has evolved from finding correlational relationships to uncovering the causes of student success. Future research will allow for high-definition characterization of the emerging roles of school librarians and their professional actions that drive student achievement. This integration of theory and practice will launch us into new worlds of research-driven practice.
Reducing the Information Literacy Gap in High School Students: An Action Research Study
Author: McPherson, Heather
Date: 2016-00-00
Type: Journal Articles
Subjects: High School Students,Information Literacy,Action Research,Critical Thinking,Research Skills,Librarians,School Libraries,Research Projects,Teaching Methods,Information Seeking

Information literacy (IL) is a multifaceted skill that encompasses information seeking, identifying research questions, finding answers to research questions, and then evaluating and using information appropriately (ALA 2001). Much research has been conducted on the low level of IL found amongst high school students. Failure to make connections between IL skills taught in high school and the skills required in post-secondary education is another problem (Varlejs, Stec, and Kwon 2014). The authors' goal was to teach students critical-thinking skills related to digital and media literacy competencies within the framework of their local curricula. Students must be able to navigate 21st-century technologies as graduates transition from high school to post-secondary institutions and the work force. The authors perceived the need for a formal approach in the teaching of research skills with an emphasis on technology. The focus of this article is their teaching experience with developing cross-curricular pedagogical materials and, over a two-year period, using those materials to help students develop their research skills.
Just Because You Can Doesn&apos;t Mean You Should
Author: Fiehn, Barbara
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Technology Uses in Education,Educational Technology,Ethics,Compliance (Legal),Plagiarism,Internet,Shared Resources and Services,Video Technology,Photography

When was the last time you saw a student copying from a print reference source? As print sources gather dust, digital materials' use grows. Digital materials are more to the liking of students raised with technology in hand. For young learners, the process of on-screen copy and paste has made replication with pen and paper obsolete. As digital access continues to grow, students and teachers need to make the connection between their electronic actions and codes of conduct, ethics, and laws.
Putting Political Spectacle to Work: Understanding Local Resistance to the Common Core
Author: Szolowicz, Michael
Date: 2016-11-07
Type: Journal Articles
Subjects: Common Core State Standards,Resistance to Change,Politics of Education,Local Issues,Activism,Advocacy,Mathematics Education,Textbook Content,Textbook Selection,Textbook Standards,Community Attitudes,Community Action,Theory Practice Relationship,Case Studies,Media Selection,Program Implementation,Conflict,Meetings,School Community Relationship,Mass Media Use

In the fall of 2013, a parents' group formed to protest the new Common Core based mathematics textbook recently adopted by their school district. Quickly allying with teachers, the new coalition began to, &quot;hammer,&quot; the district to drop the Common Core and return to more traditional texts and pedagogies. They did so by speaking at Governing Board meetings, participating in interviews with local newspapers, appearing on a local radio talk show, and forming social media accounts. This intrinsically motivated case study uses qualitative media analysis to examine the texts produced from these and other public declarations to better understand local policy formation through the mechanics of &quot;political spectacle.&quot; Political spectacle theory suggests that policy may be formed through dramatic public displays and that policy formed from such spectacles often undemocratically reinforces existing inequalities. The study analyzes the parent, teacher and administration policy actors' use of political spectacle elements such as symbolic language, construction of problems, casting of enemies and allies and distinctions between onstage and backstage drama to understand the adoption, challenge and ultimate rejection of a Common Core based mathematics text in a mid-sized southwestern United States School district.
The Untapped Promise of Secondary Data Sets in International and Comparative Education Policy Research
Author: Chudagr, Amita
Date: 2016-11-07
Type: Journal Articles
Subjects: Information Sources,International Education,Comparative Education,Educational Policy,Educational Research,Statistical Analysis,Educational Resources,Research Utilization,Access to Information,Databases,Data Analysis,Barriers,Research Tools,Research Needs,Statistical Data

The objective of this commentary is to call attention to the feasibility and importance of large-scale, systematic, quantitative analysis in international and comparative education research. We contend that although many existing databases are under- or unutilized in quantitative international-comparative research, these resources present the opportunity for important, policy-relevant descriptive studies. We conclude the commentary with overarching observations about the strengths and limitations of such secondary data-based analysis.
The Dynamics of Chronic Absence and Student Achievement
Author: London, Rebecca A.
Date: 2016-10-31
Type: Journal Articles
Subjects: Attendance,Academic Achievement,Attendance Patterns,Truancy,Longitudinal Studies,School Statistics,Elementary Secondary Education,Outcomes of Education,Educational Policy,School Districts,Student Records,Student Characteristics,Cohort Analysis,Persistence,Correlation

Students with low attendance miss important learning and developmental opportunities and research has shown that they are at heightened risk of negative outcomes. Although there is an extensive body of research on truancy, chronic absenteeism is not generally measured or tracked in school data systems and is therefore not as well understood. This analysis uses linked, longitudinal administrative records to examine chronic absence across years for elementary and secondary school students. We investigate chronic absence patterns over time, ramifications of chronic absence on students' educational outcomes, and effects of continued absence across school years. Results illustrate the cumulative nature of chronic absence and the negative role of persistent chronic absence on students' educational outcomes. We discuss implications of these results for state policies and intervention procedures.
An Analysis of Student Performance in Chicago's Charter Schools
Author: Orfield, Myron
Date: 2016-10-31
Type: Journal Articles
Subjects: Charter Schools,Academic Achievement,Achievement Gains,Achievement Rating,Reading Achievement,Mathematics Achievement,Graduation Rate,Outcome Measures,Comparative Analysis,Underachievement,Institutional Characteristics,Enrollment Rate,Racial Distribution,Ethnicity,Standardized Tests,School Statistics,College Entrance Examinations,Value Added Models,School Effectiveness

Charter schools have become the cornerstone of school reform in Chicago and in many other large cities. Enrollments in Chicago charters increased by more than ten times between 2000 and 2014 and, with strong support from the current mayor and his administration, the system continues to grow. Indeed, although state law limits charter schools in Chicago to 75 schools, proponents have used a loophole that allows multiple campuses for some charters to bypass the limit and there are now more than 140 individual charter campuses in Chicago. This study uses comprehensive data for the 2012-13 and 2013-14 school years to show that, after controlling for the mix of students and challenges faced by individual schools, Chicago's charter schools underperform their traditional counterparts in most measurable ways. Reading and math pass rates, reading and math growth rates, graduation rates, and average ACT scores (in one of the two years) are lower in charters all else equal, than in traditional neighborhood schools. The results for the two years also imply that the gap between charters and traditionals widened in the second year for most of the measures. The findings are strengthened by the fact that self-selection by parents and students into the charter system biases the results in favor of charter schools.
The Impact of Teacher Attitudes and Beliefs about Large-Scale Assessment on the Use of Provincial Data for Instructional Change
Author: Copp, Derek T.
Date: 2016-10-24
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Instructional Improvement,Information Utilization,Group Testing,Qualitative Research,Statistical Analysis,State Standards,Teacher Surveys,National Surveys,Interviews,Administrator Surveys,Educational Practices,Teaching Methods,Data,Decision Making,Correlation,Predictor Variables,Accountability,Policy Analysis,Foreign Countries

In the quest to improve measured educational outcomes national governments across the The Organisation for Economic Co-operation and Development (OECD) and beyond have instituted large-scale assessment (LSA) policies in their public schools. Controversy almost universally follows the implementation of such testing, related to such topics as: a) the uncertain quality of the tests themselves as psychometrics measures; b) the uses to which the data can and should be put; c) the unintended consequences of test-preparation activities and resulting score inflation; and d) the effects of high-stakes tests on students. Debates of this nature naturally involve and impact the attitudes and opinions of teachers related to their collection and use of these data. This paper examines the impact of these attitudes using both the qualitative and quantitative data from a large-scale research study on Canadian provincial assessment. Data were collected from nation-wide teacher surveys as well as interviews with teachers, administrators and district-level staff. Results show that teacher attitudes about these assessments are strongly correlated to classroom-level instructional change. Three attitudinal factors have significant effects on teaching (to) the provincial curricula, yet none significantly affects the use of less constructive instructional strategies also known as &quot;teaching to the test.&quot; Specifically, the belief that large-scale assessment data have more appropriate uses and the belief that these data could lead to school improvement were significant factors in facilitating change. The implications of these findings are profound in that large-scale assessment policy cannot succeed even by its own standards without more buy in from teaching professionals.
Cluster Approach to Network Interaction in Pedagogical University
Author: Chekaleva, Nadezhda V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Networks,Content Analysis,Focus Groups,Expertise,Attitudes,Preservice Teacher Education,Cluster Grouping

The study presented in the article is devoted to the analysis of theory and practice of network interaction within the framework of education clusters. Education clusters are considered to be a novel form of network interaction in pedagogical education in Russia. The aim of the article is to show the advantages and disadvantages of the cluster approach as theoretical and practical methodology for pedagogical education management. The following research methods are used to achieve the aim: content analysis of publications (articles, monographs, abstracts of thesis, etc.) and focus-groups. The results of content analysis are summarised into three groups of problems revealing different aspects of network interaction in pedagogical education. The results of focus-groups show experts' attitudes towards the ongoing processes of pedagogical education clusterization. On the basis of the study undertaken in the article the authors consider the perspectives of the cluster approach development in pedagogical education. In conclusion some topics for further discussions in this area are offered.
University Students' Giftedness Diagnosis and Development
Author: Narikbaeva, Lora M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academically Gifted,Intelligence Quotient,College Students,Student Development,Creativity,Cognitive Development,Foreign Countries,Student Characteristics,Creative Thinking,Creativity Tests,Intelligence Tests

This article deals with the problem of students' giftedness development. Students' test results (n = 851) for &quot;IQ level&quot; and &quot;creativity level&quot; indicators demonstrated the need to improve the quality of work in reference to students' professional giftedness development at the university. Designed complex of pedagogical conditions involves students' giftedness development on organizational-pedagogical, psycho-pedagogical and didactic levels. Results can be used in educational practice of higher educational institutions of any type as methodological recommendations in work organization with gifted students, as well as in specialists training.