ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Primary Students&apos; Story Writing by Including Retellings, Talk, and Drama with Strategy Instruction
Author: Traga Philippakos, Zoi A.
Date: 2018-06-00
Type: Journal Articles
Subjects: Elementary School Students,Teaching Methods,Literacy Education,Story Telling,Drama,Writing Instruction,Perspective Taking,Reading Aloud to Others,Kindergarten,Grade 1,Grade 2,Pretests Posttests,Writing Processes,Elementary School Teachers,Teacher Attitudes,Sentence Structure,Guidelines

Writing has been often viewed as a cognitive or social task and instructional practices are influenced by one or the other perspective. However, alternatives may need to be considered that are not as polarized and consider individuals, their environment, their development, their needs, and the role of community (Graham, in press). The purpose of this paper is to provide instructional guidelines for the application of an approach to teaching stories that stems from self-regulated strategy instruction and emphasizes social interactions and oral discourse through oral retellings of stories that are read during read alouds, oral production of stories, drama, and perspective taking (Moore &amp; Caldwell, 1993) Philippakos, Robinson, &amp; Munsell, 2017; Philippakos, 2017b; Philippakos, Robinson, &amp; Munsel, under review; Philippakos &amp; MacArthur, in preparation). The approach was developed through design research (Brown, 1992; Collins, 1999; Reinking &amp; Bradley, 2008) and was evaluated across one cycle of implementation from November to December with 12 teachers and 219 students (across grades Kindergarten to 2). Students were asked to compose stories at pretest and posttest, and papers were evaluated using a 5-point holistic rubric (r = 0.90). The results showed statistically significant differences on the writing quality of students' papers (p &lt;0.001). Teachers positively commented on the systematic and structured instruction of the writing process and on the use of oral discourse through retellings, drama, and dialogic interactions. Teachers acknowledged that even though Kindergarten and first-grade students were not -yet- all able to effectively apply phonics and knowledge of orthography in order to compose, they were able to learn the steps of the writing process, how to navigate through it, and how to use sentence structures relevant to the genre of story writing to develop their stories. In the following section the authors explain the instructional components of the process and provide guidelines for classroom application.
Constructing the Literate Child in the Library: An Analysis of School Library Standards
Author: Rumberger, Alyson T.
Date: 2018-01-00
Type: Journal Articles
Subjects: Elementary Schools,Literacy Education,School Libraries,Standards,Urban Schools,Inquiry,Educational Practices,Library Role,Learner Engagement,Public Schools,Technological Literacy,Social Responsibility,Information Literacy,Student Development

I examine one set of elementary school library standards (New York City School Library System, n.d.) in an effort to analyze the impact that the standards might have on literacy experiences for young children in one urban school setting. Employing a critical discourse analysis framework, I examine the language that the Empire State Information Fluency Continuum uses to privilege certain kinds of knowledge construction. Focusing on the descriptions of knowledge, inquiry, and informational literacy constructed by the standards, I argue that the Information Fluency Continuum perpetuates notions of literacy and inquiry that are linear and hierarchical. I argue that educator conceptions of inquiry, engagements with texts, and social responsibility practices must be widened. Rather than expecting students to follow a sequential set of steps, libraries might be a space where students are given agency to decide when and how they would engage in literacy and pursue inquiries.
Sternberg-Wagner Thinking Styles: A Research Tool in Social Science Didactics
Author: Martínez-Romera, Daniel David
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Style,Social Sciences,Social Science Research,Educational Research,Graduate Students,Masters Degrees,Preservice Teacher Education,Foreign Countries,Measures (Individuals),Social Behavior,Student Behavior,Gender Differences,Scores

Due to its nature, the teaching of social sciences and the way of thinking of teachers and students maintain a complex, if not delicate relationship. Personal viewpoints and affinities on issues like gender, how things must be done or arranged in class could have a strong influence on the development of a subject. To understand this in a given context, we propose Sternberg-Wagner test analysis and data mining as class tool to identify student behavior patterns and its influence on selected variables (scores, gender, choice of small group for class tasks). As the study shows, significant differences have been detected between sexes as to the form they prefer to do a task, and the way they conceive it. Knowing this can help to better class planning, insofar identifies strengths and weaknesses that otherwise might not have been detected.
Teacher Educators&apos; Initial Impressions of the edTPA: A &quot;Love-Hate&quot; Relationship
Author: Davis, Kathryn
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Preservice Teachers,Teacher Effectiveness,Teacher Educators,Teacher Attitudes,Program Implementation,Educational Benefits,Reflective Teaching,Jargon,Classroom Techniques,Pretests Posttests

The edTPA Teacher Performance Assessment was implemented at a regional public university to replace the previous paper-and-pencil assessment of teacher candidates' teaching effectiveness. To determine the teacher educators' impressions of using the edTPA as an assessment of readiness to teach, semi-structured interviews were conducted with 17 full-time teacher educators from 11 content areas. Findings consisted of a wide range of responses to the edTPA,from deep edTPA integration to a surface level implementation of the assessment tool. Both positive and negative impressions were found during edTPA implementation in regard to the advantages and disadvantages of the edTPA instrument.
Using Ethnography to Understand How Policy Reform Influences the Transfer Process at One Community College
Author: Felix, Eric R.
Date: 2018-01-00
Type: Journal Articles
Subjects: Community Colleges,College Transfer Students,Transfer Policy,Ethnography,State Legislation,State Policy,Policy Analysis,Associate Degrees,Educational Policy,Higher Education,Outcomes of Education,Educational Change

A critical function of community college is providing students with pathways to a bachelor's degree through transfer. Although students hold high aspirations of transferring, their rates of success are extremely low. In California, policymakers have used legislation as a primary mechanism of addressing transfer inefficiencies in the state's tiered higher education system. This article explores the ways that recent state-level reform policy SB-1440 (Student Transfer Achievement Reform Act, 2010)--intended to streamline the transfer process through Associate Degrees for Transfer--affected existing practices, practitioners, and transfer-seeking students at one community college. Employing an ethnographic approach, this study highlights the interaction between the existing context and policy mandates that reshape campus transfer culture. The findings indicate that, although the transfer policy reform was intended to improve transfer pathways for students, there was a disconnect between students' aspirations and the state higher education institutions accepting these Associate Degrees for Transfer. Additionally, there was a misalignment between campus practitioners' efforts to implement transfer reform and students' awareness of improvements. To compensate for this disconnect, students formed a student counter-space. These findings suggest the need for transformative higher education policy, built upon concepts of transfer infrastructure, to improve college opportunities and outcomes for students across the state.
Trust, Collaboration and Well-Being: Lessons Learned from Finland
Author: Kelly, Katie
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Trust (Psychology),Cooperation,Well Being,School Culture,Educational Environment,Educational Methods

This article describes three key principles learned while visiting schools in Finland in May 2017. Specifically, the article explores how trust, collaboration, and well-being contribute to the foundation of student-centered school cultures. The use of trust-based responsibility over test-based accountability allows for greater teacher autonomy and student-centered assessments and learning experiences. Administrators, teachers, students, and the community collaborate to foster phenomenon-based real-world experiences while developing literacy skills. Ensuring students' basic needs, providing well-resourced schools, and making sure that children feel safe, comfortable, and ready to learn are essential factors in Finland's highly educated society. Collectively, these key principles offer teaching tips for educators to consider ways to engage students in meaningful and equitable learning experiences that result in preparing children for life -- not to simply pass standardized tests.
Mathematics at Hand
Author: Norton, Anderson
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Activities,Neurosciences,Piagetian Theory,Human Body,Perceptual Motor Learning,Object Manipulation

The emerging field of mathematics educational neuroscience provides researchers with new approaches to understanding mathematical development, as well mathematics itself. This paper focuses on the role of the hand in constructing mathematics through activity. We rely on Piaget's distinction of three kinds of activity: sensorimotor activity, internalized actions, and interiorized operations--to review results from neuroscience studies. These distinctions and related neuroscience findings contribute to a new sense of mathematical embodiment. They also provide implications for mathematics instruction.
Special Education Teacher Candidates&apos; Use of Evidence-Based Practices and Their Impact on Student Learning
Author: Heckaman, Kelly A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Preservice Teachers,Teacher Influence,Evidence Based Practice,Program Effectiveness,Intervention,Teaching Skills,Teacher Competencies

The purpose of this study was to demonstrate special education teacher candidates' ability to impact their students' learning. Candidates selected and implemented evidence-based interventions while in their clinical practice placements. A university supervisor provided online support as candidates designed and implemented the instructional project with their students. Single-subject design methodology and calculations of the percentage of non-overlapping data points (PND) for each project were used to evaluate the effectiveness of each intervention. Results indicated that the teacher candidates were able to select appropriate evidence-based interventions and that the interventions had a positive impact on student learning.
Posing Purposeful Questions through Making Sense of Mathematical Tasks
Author: Childs, Kristopher J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Questioning Techniques,Inquiry,Teaching Methods,Preservice Teacher Education,Preservice Teachers,Mathematical Logic,Problem Solving

Through post-observation and general discussions our preservice teachers thought they were asking good questions by asking &quot;why?&quot;. While these questions are important, &quot;why?&quot; questions are not always effective, especially when a student responds with &quot;I don't know&quot;. Such questioning techniques must be explicitly taught and practiced through the lesson planning phase. We used a situation that occurred during one of our preservice teacher's field lesson as a teachable moment for questioning techniques. We explored the nature of classroom discourse with the preservice teachers examining their own experiences through the lens of three question types: generating discussions, probing, and exploring relationships.
Using Teaching Videos to Integrate the Danielson Framework for Teaching into Secondary Certification Programs
Author: Campoy, Renee
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Video Technology,Technology Uses in Education,Educational Technology,Preservice Teacher Education,Preservice Teachers,Practicums,Performance,Teacher Certification,Secondary School Teachers,Models,Attention,Teaching Skills,Classroom Techniques,Majors (Students)

The purpose of this study was to examine if the use of teaching videos would heighten teacher candidates' ability to &quot;notice&quot; Danielson's instructional techniques as they implemented their own classroom instruction in a clinical setting. The investigation measured teacher candidates' performance over the course of two practicum experiences and compared the performance ratings of teacher candidates among different certification programs. The significance of this research was the use of video lessons to shed light on the intricacies of implementing the &quot;Danielson Framework for Teaching&quot; by helping teacher candidates to unpack the complexities of the model for interpretation during their practice teaching.
Legitimizing the Dilettante: Teach for America and the Allure of &quot;Ed Cred&quot;
Author: Clement, Davis
Date: 2018-01-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Low Income Groups,At Risk Students,Social Attitudes,Reputation,Teacher Characteristics,Disadvantaged Youth,Collegiality,Misconceptions,Social Bias,Whites,Minority Group Students,Social Status,Interviews,Focus Groups,Student Attitudes,Decision Making

Teach For America (TFA) corps members in reflecting on their experiences, have described their motivations to join the program as idealistic, ambitious, and &quot;profound drives to effect educational change&quot; (Crawford-Garrett, 2012, p. 27) that eventually had to be reconciled with unexpected, harsh realities--both in their placement schools and in the TFA program itself. Matsui (2015) argues that popular culture is the source of this unrealistic idealism about teaching. This hero teacher narrative is a familiar theme in films such as Stand and Deliver, Dangerous Minds, and Freedom Writers, as well as in documentaries such as Waiting for Superman and The Lottery, some of which feature TFA teachers. TFA taps into this vein of popular idealism in its recruitment efforts. This post-intentional phenomenological study sought instances of the hero teacher narrative in the beliefs and motivations of TFA applicants and preservice corps members--not as post-service reflections, as with many counternarratives, but in pre-service interviews, before conceptions of their initial intentions could be reconstructed by considering actual experiences. Findings suggest that TFA applicants may be pursuing &quot;ed cred,&quot; a unique conceptualization of legitimacy that blends the competence of professional mystique and the competitive hero teacher narrative with three new experiential variations: the drive for credibility, preference for convenience, and need for a credential. Implications for policy and leadership are discussed.
Who Wants an iPad? An Exercise in Rationing
Author: Carr, David L.
Date: 2018-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Active Learning,Economics,Resource Allocation,Experiential Learning

This active learning exercise demonstrates the fundamental problem in economics that resources are scarce, while wants are relatively infinite. Students are exposed to four mechanisms for rationing scare resources: markets, queue, coupons, and lottery. An Apple iPad® pre-loaded with music, videos, and games is used as the good to be rationed. The uncertain value of the good allows for differences in willingness to pay. Students are guided through an exercise that highlights the efficiency/equity tradeoffs in different allocation mechanisms by observing who gets the iPad in each round and whether any secondary market transactions occur to change the allocation.
Academic Performance, Class Attendance and Seating Location of University Students in Practical Lecture
Author: Navarro Jover, José Manuel
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Academic Achievement,Attendance,Class Organization,Lecture Method,Preferences,Proximity,Grades (Scholastic),Foreign Countries

The question of where students sit in a classroom has been widely studied under different approaches since the beginning of the 20th century. In this study, the data related to the seating location of the students in the computer-aided design practice lecture at the university were recorded and arranged, to analyse their seating preferences, their consistency throughout the course and their relationship with several factors related to academic performance, class attendance, and punctuality. In general, it was observed that students are reluctant to seat on the first row, and that the most punctual students chose to occupy the places in the first rows, closer to the lecturer (r = 0.35, p = 0.015), although this had no impact on academic performance. While the following was indeed correlated with the attendance rate: those students who attended the most class achieved a better academic performance which was reflected in the final mark (r = 0.38, p = 0.007). No difference was observed in any aspect between male and female students.
Making Time to Reflect Together on Preparation and Practice: Lessons Learned from Creating and Sustaining the Educational Leadership Professional Learning Alliance
Author: Black, William R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Public Education,Leadership Training,Leadership Role,Elementary Secondary Education,Incentives,Counties,Administrator Education,School Districts,Principals,Communities of Practice,Faculty Recruitment,Trauma,Standards,English Language Learners,Bilingualism,Trust (Psychology),College School Cooperation

In this critical reflective manuscript, the authors share how a University-Based Educational Leadership Program created a professional learning alliance that seeks to create a network across educational leadership preparation and practice. A five-year old initiative, the Educational Leadership Professional Learning Alliance provides a platform for members to interact with each other about evolving leadership preparation needs, as well as provides a platform to organically respond to timely issues that are salient to leadership practice in a variety of roles in k-12 public schools. The alliance meetings have become space for members to find information and support, share challenges, celebrate successes, and enhance a network to promote public education. The authors describe how the initiative developed and sustained itself through mutually beneficial and timely topical discussions that reflect members' commitment to be responsive to a wide variety of personal and professional issues and concerns.
Internal and External Elementary Principal Hiring and Minimal Student Achievement: A 5-Year Cohort Model
Author: Buckman, David G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Personnel Selection,School Districts,Mathematics Achievement,Reading Achievement,Principals,Low Achievement,Elementary Schools,Trend Analysis,Correlation,Administrator Characteristics

The purpose of this study was to examine whether there exists a relationship between selection practices of school districts (i.e., whether the principal was hired from within the district as an internal hire or hired from outside the district as an external hire) and changes in minimal proficiency in school math and reading achievement. More pointedly, we examined whether the hiring type of principals bears any association with the percentage of low performers at the school. The units of analyses were all newly appointed elementary principals in the state of Wisconsin in 2010, who consecutively led a school in a principal role for five years (2010-2014). Based on results obtained from the five-year panel regression analysis, hiring type was not found to be statistically significant. However, descriptive examination of trends indicate the performance of schools led by internal hires fare worse than those led by external hires and that the relationship between hiring type and minimal reading proficiency appears to change across time. Results are discussed.
Show Me the Resources: Teachers&apos; Perceptions of Educational Leader Responsibilities
Author: Snyder, Richard R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Instructional Leadership,Leadership Responsibility,Human Resources,Expectation,Organizational Theories,Models,Teacher Administrator Relationship,Administrator Role

Effective communication between educational leaders and those with whom they work is of utmost importance. Bolman and Deal's (2003) leadership and organizational frames provide a valuable paradigm for educational leaders as they strive to engage teachers in relevant and meaningful ways. This study draws upon responses generated from two sets of teacher interviews conducted with early adopters and laggards (Rogers, 1973). While both teacher groups spoke toward the relevance of all four Bolman and Deal frames, they overwhelmingly emphasized the importance of the human resource frame. Greater awareness of teacher expectations from the human resource frame enhances interaction with educational leaders working to increase student achievement.
Analytical Weighting Scoring for Physics Multiple Correct Items to Improve the Accuracy of Students&apos; Ability Assessment
Author: Wasis
Date: 2018-00-00
Type: Journal Articles
Subjects: Physics,Science Education,Scoring,Secondary School Students,Undergraduate Students,Teaching Methods,Comparative Analysis,Item Analysis,Student Evaluation,Weighted Scores,Science Tests,Foreign Countries

Purpose: This is a developmental research study that aims to develop a model of polytomous scoring based-on weighting for multiple correct items in the subject of physics. Weighting was analytically applied based on question complexity and imposed penalties on wrong answers. Research Methods: Within the development model, Fenrich's development cycle, consisting of analysis, planning, design, development, implementation, evaluation, and revision, was selected throughout the cycle. The multiple correct items used have 3-4 options. The items were implemented to 140 upper secondary school students and 410 first-year undergraduate students. The students' physics ability was analyzed using the Quest program, and the results of dichotomous and polytomous scoring were compared. Findings: The results of this study showed that the analytical weighting scoring based on a complexity and penalty system on the developed assessment items generated a higher number of scoring level categories (three to seven categories) than that of dichotomous scoring (only two categories), estimated students' physics abilities more accurately and in greater detail, had an approximate distribution closer to the normal distribution, and produced a standard deviation smaller than that of dichotomous scoring. Thus, the analytical weighting scoring for multiple correct items in this study was able to produce a more accurate estimation of physics ability than those using dichotomous scoring. Implications for Research and Practice: It is recommended that the assessment of physics ability using multiple-correct items on a large scale can apply the analytical weighting scoring based on the complexity of the content and a penalty system.