ethanporcaro/eric-fulltext-meta huggingface dataset:
Maintaining Heritage Language: Perspectives of Korean Parents
Author: Brown, Clara Lee
Date: 2011-00-00
Type: Journal Articles
Subjects: Immigrants,Parent Participation,Parent School Relationship,Parent Attitudes,Korean,Language Maintenance,English (Second Language),Second Language Learning,Bilingualism,Parent Child Relationship,Parent Role,Language Skill Attrition,College Students,Language Usage,Native Language

There is a clear and explicit expectation for immigrants in the United States to learn the English language as part of their schooling, and there is too often a tacit understanding that immigrants are to lose their heritage language (HL) at the same time. Most second-generation immigrant children remain monolingual in their HL until they enter kindergarten (Portes & Hao, 1998, 2004). Once they start school, a language shift takes place (Draper & Hicks, 2000). Since in school they are immersed in an English-only environment, these children start losing HL rapidly (Cho & Krashen, 1998). At this point immigrant parents face an uphill battle to maintain the use of HL by their children (Jeon, 2008). With so many factors working against bilingual parents, it is certain that these immigrant parents must wage an enduring fight to maintain the HL for their children. As the literature suggests, parental involvement has been identified as one of the critical factors in maintaining HL, yet the issue is not all that clear cut. Despite strong consensus about parents' critical role, the degree or intensity of their involvement in maintaining HL has not been well understood and findings related to it have been rather one-dimensional, simply reaffirming that parental efforts and involvement are essential in maintaining HL. The study reported in this article, therefore, set out to explore some broader aspects of parent involvement in HL, addressing the questions: (1) What do parents believe about their HL?; and (2) How do they carry out these beliefs considering the clearly identified HL loss pattern among the second and third children in HL families? This study is part of a larger research project that has investigated HL use among Korean college-age students who successfully maintained their HL. Findings from this study highlight the complexities of the parental role and their involvement in seeking to help their children maintain HL at home, and therefore suggest that the contributions parents make to HL maintenance may be far more limited than previously believed. (Contains 1 table.)
A Multicultural Grassroots Effort to Reduce Ethnic and Racial Social Distance among Middle School Students
Author: Brandwein, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Race,Program Effectiveness,Multicultural Education,Social Distance,Private Schools,Middle School Students,Middle School Teachers,Ethnic Groups,Program Descriptions,Student Attitudes,Pretests Posttests,Surveys,Correlation,Cultural Awareness

Raising tolerance for people of different ethnic and racial groups is the goal of the Multicultural Mosaic program, a grass-roots multicultural education effort initiated by a small group of middle school teachers in a private school in the northeast. The purpose of this study was to analyze the effects of the first year of the Multicultural Mosaic program on the attitudes and beliefs of the middle school students toward people of different ethnic and racial groups. The research incorporated a pretest/post-test design, measuring feelings of cultural universality and diversity and social distance among the students. Participation in the surveys was voluntary and students were required to obtain parental consent. The goal of the study was to determine whether participation in the Multicultural Mosaic among the middle school students was associated with greater feelings of closeness and understanding of people from different ethnic and racial groups. (Contains 3 tables.)
From the Battlefront of the Texas History Wars: Contending with &quot;American Exceptionalism&quot;
Author: Noboa, Julio
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Policy,Information Technology,Public Service,Educational Change,Higher Education,Foreign Countries,Integrated Learning Systems,Educational Environment,Distance Education,Colleges

It was in late May of 2010 that the Texas State Board of Education (SBOE) took their final vote on the curriculum standards that will have an impact on what millions of students in Texas as well as dozens of other states will learn about history and social studies for the next 10 years. These &quot;Texas Essential Knowledge and Skills&quot; (TEKS) standards serve as a foundation for textbooks, teaching, and high-stakes standardized testing as mandated by the federal &quot;No Child Left Behind&quot; (NCLB) law. Nine of the 15 members of SBOE voted as a bloc to overtly impose a decidedly Christian conservative bias on the TEKS curriculum standards for the history of Texas, the history of the nation, and the history of the world. Throughout this long process the local and national media focused well-deserved attention on the SBOE pronouncements, including the concepts and historical figures that the Board members sought to include and exclude, drawing from these an abundance of reports, interviews, and comedy news shows. Yet, unlike all of these media reporters, the author experienced this entire process from the inside. He served on the state standards writing committee for U.S. history, and from the eye of the storm he could see the inner workings of a system that although ostensibly open and honest was riddled with manipulation and pressure for them to conform to SBOE's version of history. The author contends that students should be told the entire truth of the nation's travails as well as its triumphs, its perils as well as its promise. Only then can they be prepared to confront the global challenges of tomorrow. Teaching students the bogus myth of &quot;American exceptionalism&quot; will not prepare them for the future. Throughout this convoluted political process the author has made several significant discoveries. Foremost among them is that those who want to white-wash America's history to fit their own notions of patriotism are no more patriotic than those who see America's warts and wounds, and love her still.
Reflections of the Caribbean in Children's Picture Books: A Critical Multicultural Analysis
Author: Malcolm, Zaria T.
Date: 2011-00-00
Type: Journal Articles
Subjects: Immigrants,Childrens Literature,Criticism,Picture Books,Young Children,Preservice Teachers,Cultural Pluralism,Blacks,Latin Americans,Classroom Techniques,Social Justice,Stereotypes

In this article, the authors argue for a critical analysis of the books that are used to represent different cultural groups in the United States. They advocate exposing preservice teachers and others to the diverse experiences of young children in books, to the ways in which these books can be used in classrooms, and they argue that the stories presented should reflect the diverse nature of the cultures being represented. The authors discuss their search for Caribbean representations in children's literature, looking particularly at books that are available in their local libraries. The picture books discussed in this article offer multiple opportunities for such critical analyses in their representations of the Caribbean and its people. The authors wanted to see what aspects of Caribbean life are readily available in picture books to young children as well as to others curious to understand the life of Caribbean children. Because Caribbean immigrants, particularly Jamaicans, are the largest Black immigrant group in the United States (Banks, 2009; Waters, 1999), the authors posit that books representing this group of children should be available within multicultural literature for all children.
Social and Cultural Contexts of Chinese Learners: Teaching Strategies for American Educators
Author: Thakkar, Darshan
Date: 2011-00-00
Type: Journal Articles
Subjects: Independent Study,Teaching Methods,Cultural Context,Cognitive Style,Asian Culture,Parenting Styles,Constructivism (Learning),Social Environment,Confucianism,Student Needs,Chinese Americans

This article seeks to evaluate the social and cultural context of education among Chinese learners in order to identify ways through which American educators can best serve such students. It is intended that such efforts will create multiple pathways to knowledge for Chinese learners by accommodating their varying learning needs. Several common themes that emerge from current literature about the context of education in the Chinese culture suggest that Chinese learners emphasize the Confucian value of effort over ability, that they thrive under an authoritarian parenting style, and that they follow a constructivist learning style. American educators, by understanding Chinese culture as it relates to education, can adapt their pedagogy to better serve Chinese learners. Strategies and tools that emphasize effort, independent learning, and constructivist learning are therefore offered as guidelines to help American educators create appropriate pathways for their Chinese students. (Contains 3 tables.)
Languages across the Curriculum: A Response to Internationalization in Foreign Language Education
Author: Bettencourt, Michelle
Date: 2011-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Teaching Methods,Higher Education,International Education,Engineering Education,German,Interdisciplinary Approach,Program Descriptions,International Trade,Cultural Awareness,Languages for Special Purposes

The purpose of this article is to present an overview of the concept of Language Across the Curriculum (LAC) in postsecondary instruction. The author will first define key terms relevant to the discussion of LAC and then describe the elements of LAC along with a number of its curricular variations. She will then discuss one of the major forces behind the implementation of LAC: internationalization. Results from a review of the literature show that LAC initiatives across the country have been successfully implemented, although there are still numerous challenges to address. This article therefore examines the major implications of LAC and concludes with recommendations for future research.
In Their Shoes: Teachers Experience the Needs of English Language Learners through a Math Simulation
Author: de Oliveira, Luciana C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,English (Second Language),Second Language Learning,Empathy,Teacher Attitudes,Elementary Secondary Education,Methods Courses,Student Needs,English Language Learners,Educational Strategies,Faculty Development,Simulation,Mathematics Instruction,Teaching Experience

Given the increase in the number of culturally and linguistically diverse students in American schools, it is vital for teacher education programs to address the needs of English Language Learners (ELLs) in their courses. Mainstream, general education teachers who did not previously experience this student population in their classes are now seeing high numbers of ELLs among their students. Therefore, all teachers, not just specialist English as Second Language (ESL) or bilingual professionals, need to be prepared to work with ELLs (Lucas &amp; Grinberg, 2008). Teachers' attitudes and beliefs about ELLs can be influenced by their lack of empathy for these students' experiences and backgrounds. Many pre-service and inservice teachers need not only to learn strategies to work with ELLs but also to feel what it is like to be language learners themselves. This article describes a math simulation activity in Brazilian Portuguese designed to increase teachers' awareness of what learners feel when they are immersed in a language they do not understand. This simulation has been utilized in K-12 ESL methods courses and in professional development programs in Indiana. The author contextualizes the simulation through reflection questions that teachers address in their discussion after the simulation. As a way to demonstrate how teachers have engaged in the simulation and developed more empathy for ELLs, this article includes excerpts from teachers' reflections, collected over four years in different contexts.
Thematic Differences in Mission Statements between Four-Year Public Institutions and Two-Year Colleges in Texas
Author: Wang, Jinhao
Date: 2007-00-00
Type: Journal Articles
Subjects: Academic Achievement,Higher Education,Cultural Pluralism,Vocational Education,Leadership,Creativity,Community Colleges,Skill Development,Citizenship Education,Lifelong Learning,Educational Quality,Critical Thinking,Partnerships in Education,Access to Education,School Community Relationship,Technology Uses in Education,Statistical Significance,Qualitative Research,Statistical Analysis,Institutional Mission,Comparative Analysis

The mission statements of 34 four-year and of 68 two-year colleges in the State of Texas were examined for themes to determine the extent to which their themes were similar or dissimilar in nature. Although previous researchers have attempted to analyze and demonstrate that these mission statements often have reoccurring themes, only limited information is available about the specific thematic differences in the mission statements of two-year community colleges and four-year institutions. In the qualitative analysis, 15 themes were determined to be present among the sample: Leadership, Citizenship, Cultural Diversity, Life-Long Learning, Excellence in Teaching and Research, Creativity, Critical Thinking, Academic Achievement, Collaboration and Partnership, Vocational and Technical Skills, Access to Higher Education, Academic Readiness and Skill Development, Student Services, Community Focus, and Technology. Quantitative analyses yielded statistically significant differences in the themes of Leadership, Citizenship, Cultural Diversity, Excellence in Teaching and Research, Creativity, Academic Achievement, Vocational and Technical Skills, Academic Readiness Skill Development, with more four-year institutions emphasizing Leadership, Citizenship, Cultural Diversity, Excellence in Teaching and Research, Creativity, and Academic Achievement, and with more two-year colleges emphasizing Vocational and Technical Skills and Academic Readiness Skill Development. The two levels of Texas higher education institutions distinguished themselves by fulfilling their traditional roles, with four-year institutions adhering to their excellence in teaching and research, and providing leadership, and with two-year colleges adhering to their role of open-access and vocational training. On the other hand, four-year institutions also expanded their role to shoulder responsibilities typically fulfilled by the two-year colleges. (Contains 4 tables.)
(Im)Moral Praxis: Configuring Theory and Practice of Students at Risk
Author: McMahon, Brenda J.
Date: 2007-00-00
Type: Journal Articles
Subjects: At Risk Students,Theory Practice Relationship,Preservice Teacher Education,Foreign Countries,Urban Schools,Praxis,Moral Values,Disadvantaged,Academic Achievement,High School Students,Metropolitan Areas,Teacher Expectations of Students,Goal Orientation

In spite of mission statements which articulate respect and value for all students, at individual, institutional, and systemic levels, educators make choices on an ongoing basis which reinforce existing hegemonic structures. These include larger societal forces; curriculum and the structures of schools; and attitudes, dispositions, and expectations of teachers, administrators, and the students themselves. Within schools students are provided, explicitly and implicitly, with varying degrees of encouragement and opportunities for validation, participation, and recognition. In particular, students from underrepresented groups' experiences of disengagement, disempowerment, and marginalization are often compounded within schools. However, in spite of being often systematically discouraged from further educational pursuits, a number of students who are deemed &quot;at risk&quot; place a high value on academic achievement and are compelled to seek creative and nontraditional routes to overcome these obstacles to attain their goals. This paper is part of a larger study (McMahon, 2004) which explores urban students' experiences of being marginalized by and academically at risk in high schools, to their becoming academically successful in universities in a large metropolitan centre in Ontario. (Contains 3 endnotes.)
Administrator Attitudes toward Online Teacher Preparation Programs: Are Principals Logging on--or Logging off?
Author: Huss, John A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Questionnaires,Principals,Online Courses,Program Design,Preservice Teacher Education,Multivariate Analysis,Teacher Characteristics,Ethics

This study investigated the attitudes of principals toward the legitimacy of pre-service teacher preparation programs conducted wholly or almost wholly online. Random cluster sampling was utilized to select participants in Indiana, Kentucky, and Ohio. A total of 326 principals completed questionnaires. Principals expressed apprehension about teacher dispositions and the &quot;social&quot; aspects of teaching that may be compromised in an online program, as well as the general ethicality surrounding online courses. If principals are to ultimately acknowledge the legitimacy of online teacher preparation, the degree-granting institutions must address these concerns and actively seek the input of administrators in program design. (Contains 5 tables.)
Exploring Principals' Perceptions of Applications, Benefits, and Barriers of Alberta's SuperNet
Author: Anderson, Terry
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Internet,Community Development,Surveys,Likert Scales,Response Rates (Questionnaires),Qualitative Research,Barriers,Information Networks

The Alberta SuperNet, a very high speed, broadband network, was built to bring high-speed connectivity to every school, library, and municipal office in Alberta. This CDN $294 million investment was made based on the perceived need for high-speed connectivity to stimulate economic and community development and to enhance government services, especially education and health. A survey of Alberta school principals was conducted in the spring of 2005. This survey investigated principals' perceptions of 14 potential teaching and learning, administrative, and professional development applications of broadband networking. Results of this survey revealed that while school principals voiced some apprehension, they nonetheless perceive value in broadband applications for educational purposes. Results of the survey can be used to provide rationale for broadband expenditures and both &quot;supply&quot; and &quot;demand&quot; side interventions designed to increase effective and enthusiastic use by local schools. (Contains 5 tables.)
A Personal Services Paradigm of Teacher Induction
Author: Cherubini, Lorenzo
Date: 2007-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Faculty Development,Beginning Teacher Induction,Beginning Teachers,Transitional Programs,Educational Environment

There is an eclectic and often inconsistent approach to delivering teacher induction programs across North America. Successful induction programs facilitate a transition between beginning teacher learning from their preservice education to the inherent responsibilities of being a classroom teacher and are intended to improve the quality of teaching to improve student learning. Yet there is a disquieting irregularity with induction programs that are driven to in-service new teachers to promulgate school and board protocol. This article argues that beginning teachers not be considered the objects of induction practices, but the catalysts of their own professional development and proposes that teacher induction practices be less inclined to in-service new teachers and instead be more concerned with creating and sustaining environments that personally service professional growth. A personal service approach to induction affords beginning teachers the opportunity to engage in reciprocal relationships, determine their own professional development, and foster their leadership capacity. (Contains 1 endnote.)
Factors Affecting the Graduation Rates of University Students from Underrepresented Populations
Author: Creighton, Linda M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Environment,Academic Persistence,School Holding Power,African American Students,Pacific Americans,Universities,Graduation,Graduation Rate,American Indian Students,Asian Americans,Disproportionate Representation,Higher Education,Student Attrition,Educational Objectives,Student Needs,Student Diversity,Enrollment,Student Characteristics,Goal Orientation,Student Participation,Mentors,Racial Bias

One of the most pressing issues facing American universities is the number of students who fail to graduate. Nearly one out of five four-year institutions graduate fewer than one-third of its first-time, full-time degree-seeking first-year students within six years. Although there are various explanations for attrition, students often leave for personal reasons, job demands, dissatisfaction with the academic environment, and incongruence with campus values. Low graduation rates: (a) cost universities scarce resources; (b) weaken the ability to meet educational objectives; and (c) reflect the university's inability to meet the educational, social, and emotional needs of students. This article focuses on one of the most significant issues of the time regarding students from historically underrepresented populations. As the country's racial/ethnic minority representation increases, colleges and universities must seek ways to diversify their enrollment to better prepare all students to live and work in a diverse democracy. In order to understand the complexities faced by students with backgrounds other than the majority culture, which may be factors that predict these students' graduation rates, the article is divided into the subheadings: (a) Retaining African American students; (b) Issues impacting Hispanic college student retention; (c) College persistence and Asian Pacific American students; and (d) Retention of Native American students. (Contains 1 table.)
The Swedish Principal: Leadership Style, Decision-Making Style, and Motivation Profile
Author: Hansson, Per H.
Date: 2007-00-00
Type: Journal Articles
Subjects: Profiles,Motivation,Leadership Styles,Leadership,Decision Making,Gender Differences,Foreign Countries,Budgets,Questionnaires,Principals,Educational Change,Administrator Attitudes,Intuition,Achievement Need

The Swedish schools have been under pressure for change for several decades. How leaders behave can be of vital importance in times of change. The principal is responsible for both the educational program and for the school budget. Two hundred Swedish principals (male and female) responded to questionnaires concerning their leadership style, decision-making style and motivation profile. The results show that 49% of the principals have a change centered leadership style, 38% were primarily intuitive when making decisions, and 44% were achievement motivated. No significant gender differences were found. The results indicate that many principals have fair prospects of leading their schools successfully in times of change. (Contains 1 figure and 8 tables.)