ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategies for Supporting Students Who Are Twice-Exceptional
Author: Josephson, Janet
Date: 2018-06-00
Type: Journal Articles
Subjects: Gifted Disabled,Disabilities,Academically Gifted,Comorbidity,Disability Identification,Elementary School Students,Middle School Students,High School Students,Labeling (of Persons),Teacher Student Relationship,Evidence Based Practice

Students with disabilities have complex learning needs. It wasn't until the 2004 reauthorization of the Individuals with Disabilities in Education Act (IDEA) that federal attention was pointed towards students who are both gifted &quot;and&quot; have a disability. This concept, known as twice-exceptionality, is a difficult concept to fully comprehend as the characteristics of these students can be complicated. Reis, Baum, and Burke (2014) define twice-exceptional (2e) students as those who have simultaneous characteristics of a gifted student and a student with a disability. In this article, the authors identify evidence-based strategies that teachers should consider when supporting and instructing 2e students in the elementary, middle, and secondary grades. After a brief explanation of each strategy, examples of specific classroom applications of these ideas are shared.
Using a Universal Design for Learning Framework to Enhance Engagement in the Early Childhood Classroom
Author: Lohmann, Marla J.
Date: 2018-06-00
Type: Journal Articles
Subjects: Access to Education,Early Childhood Education,Developmentally Appropriate Practices,Learner Engagement,Models,Disabilities,Preschool Children,Preschool Teachers,Evidence Based Practice,Teaching Methods,Problem Based Learning

In order to meet the needs of young children, the National Association for the Education of Young Children (NAEYC) recommends teachers utilize developmentally appropriate practice, DAP. For young children with disabilities, teachers must also utilize the Division of Early Childhood (DEC) Recommended practices, evidence-based teaching practices aimed at enhancing learning outcomes for children and their families (DEC, 2014) that pair well with the NAEYC developmentally appropriate practices. Both NAEYC's DAP and DEC's Recommended Practices align with the concept of Universal Design for Learning (UDL). UDL is a framework for proactively addressing the needs of diverse and exceptional learners by ensuring all children have access to the curriculum. UDL includes the use of multiple means of engagement, multiple means of representation, and multiple means of expression. This article provides a brief overview of evidence-based UDL practices, with a specific focus on the use of engagement strategies for young children.
EcoJustice for Teacher Education Policy and Practice: The Way of Love
Author: Martusewicz, Rebecca A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Practices,Educational Policy,Ecological Factors,Ethics,Teacher Background,Professional Identity,Theory Practice Relationship,Activism,Faculty Development,Curriculum Development,Professional Associations,Individual Development

EcoJustice Education is both a framework for thinking about our ethical responsibilities as educators and community members, and a socio-ecological and political movement. In this essay, I trace my own personal history in the development of this field, focusing on the theoretical foundations, major scholars contributing to those founding ideas, and a number of concrete practical manifestations in organizations, curricula, programs and institutions. I begin the essay with a focus on &quot;relationality&quot; as a particularly important concept in the epistemological, ontological and ethical frames that make up this particular approach to teacher education.
Recognizing More-Than-Human Relations in Social Justice Research: Gesturing towards Decolonial Possibilities
Author: Kerr, Jeannie
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Social Science Research,Human Relations,Educational Research,Postmodernism,Teacher Education Programs,Epistemology,Critical Theory,Personal Narratives,Multicultural Education,Educational Objectives,Educational Opportunities,Educational Practices

In this article we share our study in teacher education that engages both the human and more-than-human as fundamental to matters of social justice. In the first part of the article we focus on ecocritical scholarship that raises concerns about the omission of the more-than-human in educational research and practice through Western modernist discourses. We connect these concerns to insights from decolonial scholarship that emphasize the role of colonial power in structuring the imaginative limits of Western modernity. In the second part of the article we present the context and design of a framework informed by decolonial and critical scholarship we engaged in a research project in teacher education that considers the human and more-than-human in matters of social justice. We offer this framework as an example of how different analyses can be combined to shed light on complex issues related to the normalization of colonial practices in educational research. In our conclusion, we highlight the need for research practices that gesture towards possibilities for decolonial futures, while recognizing our shared systemic complicity within enduring colonial institutionalized practices.
Place-Based Teacher Education: A Model Whose Time Has Come
Author: Lowenstein, Ethan
Date: 2018-00-00
Type: Journal Articles
Subjects: Place Based Education,Teacher Education Programs,Teaching Methods,Teaching Models,Active Learning,Inquiry,Citizen Participation,Educational Practices,Educational Change,Educational Trends,Preservice Teacher Education

Place-Based education (PBE) is gaining rapid recognition across the United States. The authors of this article contend that there is an imperative need to re-structure and re-conceptualize teacher education such that it allows for a significant shift in thinking and practice around learning, teaching, and community. They advocate that the PBE model is ideally suited to this end. Among the many strengths of PBE is the flexibility inherent in the model such that it can (and must) be adapted to authentically represent individual communities. In their work with PBE, the authors have identified three core pedagogical anchors: inquiry-based instruction; connection to place; and informed civic-engagement that uniquely represent the transformative work they are doing in teacher education. Along with examples and explanation of the three pedagogical anchors, the article also provides a brief discussion of the creation of the PBE teacher preparation pathway at Eastern Michigan University.
Social Ecology as an Ethical Foundation for Ecological and Community-Based Education
Author: Holohan, Kevin J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Ecological Factors,Social Environment,Community Education,Secondary School Curriculum,Ethics,Self Actualization,Social Justice,Educational Philosophy,Politics of Education,Theory Practice Relationship,Citizenship,Community Relations,Educational Practices,High School Students

This article briefly examines and explains the theory of social ecology and the political theory of &quot;libertarian municipalism&quot; as developed by the late Murray Bookchin (1921-2006) as a possible comprehensive framework for a secondary curriculum centered upon an anarchistic and ecological ethics. The author first offers an investigation of the philosophical foundations of social ecology and the political theory of libertarian municipalism and their implications for how we think about and practice education. Next, the author shares findings from an empirical study conducted at a small charter high school in a large metropolitan area that utilizes social ecology and community-based education to move its students toward enhanced self-actualization through active participation in nurturing greater community autonomy and in addressing social and environmental injustice. The aim of sharing these findings is to provide insight into how social ecology is understood and used by teachers and students within a school to foster social and ecological responsibility and activism on the community level.
Policy Meets Practice in New York State: Understanding Early edTPA Implementation through Preservice Candidates&apos; Eyes
Author: Clayton, Christine D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Teacher Education Programs,Educational Policy,Program Implementation,Student Teacher Attitudes,Student Teachers,Student Teaching,Teacher Evaluation,Preservice Teacher Education,Case Studies,Teacher Certification,Teacher Effectiveness,Educational Practices,High Stakes Tests

Over 30 states have adopted the edTPA as a performance assessment for pre-service teachers. While many have adopted the edTPA as a program requirement, few require the edTPA for licensure of individual teacher candidates, but many states are poised to do so. While the edTPA is grounded on experiences with advanced certification and program level uses of teacher performance assessments, the research in these areas has focused on program implementation. Little research features student teacher voices and the impact of the assessment on the student teaching experience. The purpose of this article is to describe the perspectives of the first rounds of teacher candidates who completed the edTPA as a licensure exam while student teaching in multiple initial certification programs within a single School of Education. In addition to score results and student work, in-depth interviews and survey responses were the primary data collected and analyzed. In spite of pass rates over 80% with 35% at mastery levels across programs during the first two cohorts of implementation, candidate perceptions revealed contradictory views of the edTPA and its impact on candidate learning and the student teaching experience. These experiences are discussed in consideration of four themes that explore the edTPA as a reflective, educative, mandated, and subtractive experience. In light of the use of the edTPA as a high-stakes test for individual licensure, important considerations and cautions for teacher educators, policymakers, and administrators poised to phase in full-scale implementation of this assessment for high-stakes purposes are raised.
Development through Dissonance: A Longitudinal Investigation of Changes in Teachers&apos; Educational Beliefs
Author: Wall, Carrie R. Giboney
Date: 2018-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Beliefs,Preservice Teachers,Educational Attitudes,Questionnaires,Interviews,Attitude Change,Student Teacher Attitudes,Mixed Methods Research,Teacher Attitudes,Elementary School Teachers,Likert Scales,Student Characteristics,Teaching Experience,Transformative Learning

Teachers' beliefs about teaching and learning are constructed over a lifetime of experiences in classrooms. This nine-year longitudinal study examines preservice teachers' initial educational beliefs and the changes in those beliefs over their teacher preparation program and into their first six years of teaching. Analysis of questionnaires, interviews, and surveys from six teachers revealed that they initially believed that students were similar to themselves, that students in the same grade have similar abilities, that teaching was simple, and that teachers function autonomously. Nine years later, they believed that students differ from one another and from themselves, that differentiating instruction is essential but difficult, that teaching is complex, and that teaching is often constrained by outside factors. The data suggested a common progression from initial idealism, to cognitive dissonance, to a search for an authentic teaching persona, to confidence in their new role as teacher, and then to diminished idealism.
Nonlinear Negotiations: Constructing Practice as a First-Year Teacher
Author: Strom, Kathryn J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Educational Practices,Case Studies,Residential Programs,Secondary School Teachers,Science Teachers,Teaching Styles,Blended Learning,Teacher Education Programs,College School Cooperation,Partnerships in Education,Observation,Semi Structured Interviews,Teacher Student Relationship,Student Participation,Context Effect,Social Justice,Active Learning,Inquiry

In this article we present two case studies of first-year, secondary science teachers who participated in an urban teacher residency. We adopt a situated analysis approach, framed by rhizomatics, a non-linear theory of social activity, to investigate the ways they attempted to enact practices consistent with the inquiry-based, social justice focus of their pre-professional program. Our investigation was guided by the question, &quot;How do two science teachers construct their instructional practices in their first year of teaching?&quot; We argue that the practices that emerged for both teachers were shaped by negotiations between the teacher, her students, and other contextual factors. As such, teaching practices are not a direct product of teacher learning, but are rather co-constituted by multiple elements, and therefore are fundamentally hybrid. Such insights add to the extant body of research on the relationship between teacher learning and practice and can assist in developing teacher preparation programs that can support the non-linear, multiplicitous, and relational nature of teaching.
The Difference Explicit Preparation Makes in Cooperating Teacher Practice
Author: Lafferty, Karen Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperating Teachers,Preservice Teachers,Student Attitudes,Student Experience,Teacher Role,Teacher Education,Correlation,Teacher Competencies,Elementary Secondary Education,Teacher Characteristics,Questionnaires

The lack of preparation for cooperating teachers is a long-standing problem in teacher education, as is the haphazard nature and quality of field experiences. This study of 119 preservice and 146 cooperating teachers in 10 university-based credentialing programs in California examined the difference preparation made in how cooperating teachers enacted their role, as well as the relationship between preservice teachers' perceptions of cooperating teacher practice and their ratings of their field experience. A significant finding was that cooperating teachers who received preparation for their role reported greater enactment of practices overall and in particular practices related to prompting reflection and goal setting. Preservice teachers' field ratings strongly correlated to their perceptions of cooperating teacher practice. Implications are for design and implementation of professional development for cooperating teachers to improve field experience quality.
What Characterizes Unfulfilled Case Discussions? Particularity-Based and Norm-Based Readings of Pedagogical Decision Making during Professional Development Dialogue
Author: Aukerman, Maren
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Reading Teachers,Faculty Development,Decision Making,Classroom Communication,Vignettes,Discussion,Reading Comprehension,Data Analysis

This study examined how teachers read cases in a professional development academy for reading teachers. It drew on reading theory, particularly Tierney and Pearson's (1981) work on &quot;text-based&quot; and &quot;reader-based&quot; readings of traditional print-based text, to analyze conversations about cases where a specific focus on pedagogical decision-making got lost. Using two vignettes, the article traces how such unfulfilled case discussions were discursively produced. In the first instance, the shift away from analysis of pedagogical decision making developed when participants moved toward a &quot;particularity-based reading&quot; of the case, emphasizing its uniqueness in ways that made subsequent analysis appear irrelevant. In the second instance, the shift emerged from a &quot;norm-based reading&quot;, in which dialogue about overarching pedagogical beliefs submerged talk about local, specific aspects of the pedagogical decision making in the case at hand. Notably, such readings appeared to be collaboratively constructed, and professional developers often participated in the shift toward particularity-based and norm-based readings. The article closes by proposing ways in which professional developers might be respectful of and responsive to particularity-based and norm-based readings that appear within professional development conversations about cases but also draw teacher attention to the specifics of pedagogical decision making in the cases discussed.
Educator Preparation for Developing Culturally and Linguistically Responsive MTSS in Rural Community Elementary Schools
Author: Hoover, John J.
Date: 2018-08-00
Type: Journal Articles
Subjects: Rural Schools,Culturally Relevant Education,Disabilities,Primary Education,English Language Learners,Bilingual Students,Language Usage,Positive Behavior Supports,Response to Intervention,Special Education Teachers,General Education,Principals,Elementary School Teachers,Models,Teaching Methods,Observation,Interviews,Achievement Gains,Best Practices,Teacher Education,College School Cooperation,Faculty Development

Special educators assume an essential leadership role in school-wide multilayered instructional systems for teaching culturally and linguistically diverse learners with and without disabilities, including learners at risk of being inappropriately referred for special education. Research findings from a model demonstration project are presented informing research to practice in the (a) development of partnerships, (b) delivery of effective professional development, and (c) framing of cultural and linguistic responsive teaching to improve instruction for English learners (ELs) in Grades K-3 in elementary schools in a rural community. Content, skill sets, and tools to include in educator training for general and special educators who teach English language and other diverse learners are recommended based on project findings.
Job-Embedded Professional Development for Teachers of English Learners: Preventing Literacy Difficulties through Effective Core Instruction
Author: Cavazos, Linda
Date: 2018-08-00
Type: Journal Articles
Subjects: Mixed Methods Research,Faculty Development,English Language Learners,Pedagogical Content Knowledge,Teaching Skills,Grade 1,Elementary School Teachers,Pretests Posttests,Knowledge Level,Urban Schools,Reading Instruction,Spanish Speaking,Reading Skills,Teacher Surveys,Teacher Attitudes,Surveys,Observation,Interviews

This mixed methods descriptive study examined the effects of job-embedded professional development (JEPD) in reading on the content knowledge and instructional practice of teachers of English learners (ELs). Four first-grade teachers of ELs at one urban elementary school received JEPD over the course of a year. Results of pre- and posttests of teacher knowledge and classroom observations indicated that teachers' reading content knowledge increased and that they used more evidence-based practices. JEPD shows promise as an approach that accommodates teachers' varying levels of knowledge and experience in preparing them to meet the diverse needs of their students.
Identifying Classroom Friendships: Teachers&apos; Confidence and Agreement with Children
Author: Meyer, Lori E.
Date: 2018-08-00
Type: Journal Articles
Subjects: Self Esteem,Friendship,Teacher Attitudes,Kindergarten,Preschool Teachers,Early Childhood Education,Disabilities,Questionnaires,Student Attitudes,Peer Relationship,Accuracy,Teacher Role,Intervention,Attitudes toward Disabilities

We conducted an exploratory study to investigate teachers' confidence and agreement with children when teachers and children identified close classroom friendships. Participants comprised six kindergarten teachers and 110 children, including 26 children with disabilities. Data were gathered from a friendship nomination questionnaire completed by teachers and a friendship nomination task completed by children. On average, teachers accurately identified one peer that a target child also named as a &quot;best friend.&quot; Teachers also identified children selected as &quot;very best friends&quot; for 59% of their students when using a less conservative definition of very best friendship. Teachers reported being confident in identifying friendships, on average, for 39% of their class. However, greater confidence did not equate with more accurate reports. Although teachers were slightly more confident in their friendship reports for children with disabilities, they were also less accurate. Implications for supporting friendship development and future research are discussed.
Using Alphabet Knowledge to Track the Emergent Literacy Skills of Children in Head Start
Author: Heilmann, John J.
Date: 2018-08-00
Type: Journal Articles
Subjects: Alphabets,Emergent Literacy,Early Intervention,Knowledge Level,Disability Identification,Preschool Children,Intelligence Tests,Verbal Ability,Vocabulary,Predictor Variables,Criterion Referenced Tests,Regression (Statistics),Statistical Analysis

Having strong alphabet knowledge early in life is a powerful predictor of long-term reading and academic outcomes. Upon tracking the alphabet knowledge of 172 children enrolled in their first year of Head Start, we identified that most of the children could name fewer than 10 letters at the beginning of the academic year. Approximately, one third of the children with low alphabet knowledge in fall made significant progress and demonstrated mastery of 10 or more letters in spring. For the children who started the year knowing fewer than 10 letters, receptive vocabulary was the best predictor of who would make gains in alphabet knowledge throughout the year. In addition, most children who entered Head Start knowing fewer than 10 letters knew letters from their first names and the letters A, B, or O. Implications for the management of emergent literacy skills for children at-risk for academic difficulties are discussed.
Update on the EMI for Infants and Toddlers
Author: Greenwood, Charles R.
Date: 2018-08-00
Type: Journal Articles
Subjects: Screening Tests,Early Intervention,Infants,Toddlers,Preschool Teachers,Preschool Children,Psychomotor Skills,Child Development,Motion,At Risk Persons,Test Validity,Test Reliability,Statistical Analysis,Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities

Universal screening and progress monitoring measures are increasingly of interest to early interventionists who make decisions about the services provided to young children. A measure of infant-toddlers' growth in early movement, the &quot;Early Movement Indicator&quot; (&quot;EMI&quot;), was reported in 2002. However, the EMI has remained an experimental measure based on a small sample and not used broadly by practitioners in real-world programs. We addressed this limitation by advancing knowledge the EMIs scalability through a website and improved psychometrics in a large sample. Results indicated that the EMI was (a) scalable evidenced by a large volume of early childhood staff users in programs in five states with 628 children and 2,258 individual EMI assessments, (b) sensitive to growth over time, (c) comprised of a complex continuum of skill development, and (d) influenced by moderators (i.e., home language, Individual Family Service Plan [IFSP] status). Implications for research and practice are discussed.