ethanporcaro/eric-fulltext-meta huggingface dataset:
F.A.C.E. Time (Families and Communities Educating): Accommodating Newcomers in Elementary School
Author: Cairo, Aminata
Date: 2012-00-00
Type: Journal Articles
Subjects: English Language Learners,Refugees,Hispanic American Students,Migrant Children,Family Programs,After School Programs,Elementary School Students,Elementary Schools,Public Schools,College School Cooperation

In American public schools refugees from overseas and Latino migrant children typically find themselves in English learning programs, usually designated as English as a Second Language (ESL), Limited English Proficiency (LEP), or English Language Learners (ELL) programs. Often, these children have received little, interrupted, or no prior education. In addition, many of these children have experienced traumatic events that may have included violence, torture, refugee settlement, war atrocities, and persecution, as well as many other direct and indirect unsettling experiences. The backgrounds and experiences of these children are not homogenous and each can span a wide range, but one thing they all have in common is loss of family, home, and identity. Furthermore, their families experience an extraordinary amount of stress when adjusting to a new country and community. All of these factors can have significant emotional impact on these children who are already trying to cope with their own stressors while adapting in general to school and life in America. Subsequently, this particular ESL population has specific needs beyond language and academic adjustment. In this article, the authors will highlight a program called F.A.C.E. Time, which stands for Families and Communities Educating, which has been implemented in Lexington, Kentucky elementary schools since 2008. F.A.C.E. Time is a support program for refugee and Latino immigrant children and their families that was developed in collaboration with the Fayette County School System and the University of Kentucky. (Contains 2 notes.)
Examining Critical Literacy: Preparing Preservice Teachers to Use Critical Literacy in the Early Childhood Classroom
Author: Norris, Katherine
Date: 2012-00-00
Type: Journal Articles
Subjects: Critical Literacy,Student Attitudes,Childrens Literature,Gender Issues,Preservice Teachers,Reading Ability,Early Childhood Education,Preschool Teachers,Teacher Educators,Teaching Methods

Every semester one of the authors of this article, Catherine Prudhoe, challenges many of her preservice students' perceptions of a familiar and often favorite children's book, "The Giving Tree," by Shel Silverstein (1964). She begins the class by reading the text aloud to the students. Most smile, fondly remembering hearing the book as a child. A few become teary-eyed as the tree selflessly gives to the boy throughout his life. After reading the text, it is then discussed. The students usually comment on how the book teaches children to share and to love their friends. They talk about their remembrances of hearing the story read to them by a parent or teacher. Everyone is feeling happy. Then, the instructor asks the students to listen to the story again, this time paying attention to gender issues. Which gender is implied for the tree? Who is always giving and who is always taking? What messages does the story suggest for girls/women and for boys/men? As the class reads the book a second time, there is a definite change in the atmosphere of the discussion. The students begin to perceive the story in a different way. After debriefing, one brave student may say, "Well, thanks for ruining one of my favorite childhood books!" The other students will laugh and agree, however all are now more attuned to looking at texts from different perspectives. While it's not the authors' intention to ruin anyone's favorite childhood story book, it is their hope to develop in their students the ability to read and teach critically. In this article, they share the way they have approached introducing their early childhood preservice teachers to critical literacy. Very few of their preservice teachers have experienced critical literacy as learners in school, so they must engage them both as simultaneous learners and prospective teachers.
The Multicultural Mathematics Classroom: Culturally Aware Teaching through Cooperative Learning &amp; Multiple Representations
Author: Jao, Limin
Date: 2012-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Mathematics Education,Mathematics Teachers,Mathematics Instruction,Cultural Pluralism,Cultural Awareness,Standards,Educational Change,Student Attitudes,Student Diversity,Culturally Relevant Education,Foreign Countries,English Language Learners,Acculturation

The National Council of Teachers of Mathematics (NCTM, 2000) has created a set of standards to reform mathematics teaching procedures to ensure that all students understand mathematics and learn to think mathematically. The standards also require teachers to use strategies that allow all students to reason and communicate mathematically and develop students' abilities to solve problems. In a multicultural classroom, these standards should--and can--be achieved. In such a setting, teachers must incorporate teaching strategies that allow students to develop their mathematics abilities in ways that are cognizant of the backgrounds of their students. Teachers must ensure that their teaching practices encourage all students to succeed. The purpose of this article is to describe research surrounding the concept of culturally-based pedagogy in the mathematics classroom. The author will address the following two questions: (1) What are some of the different beliefs that mathematics students bring to their multicultural classrooms?; and (2) How can teachers make their teaching more inclusive of diverse students? In addition, the author will describe the use of cooperative learning and multiple representation forms as two possible strategies that mathematics educators can use to assure that their teaching meets the needs of a diverse student population.
Moving toward a Community of Resistance through Autobiographical Inquiry: Creating Disruptive Spaces in a Multicultural Education Course
Author: Guillory, Nichole A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Autobiographies,Inquiry,Resistance (Psychology),Multicultural Education,Preservice Teacher Education,Preservice Teachers,Professional Identity,Educational Philosophy,English Language Learners,Field Experience Programs,Public Schools

The purpose of this article is to show how pre-service teachers utilized autobiographical inquiry in a multicultural education course to reflect on what they learned about themselves and the teaching of culturally and linguistically diverse students while they served as tutors for English Learners (ELs) in a semester-long field experience in public schools in metropolitan Atlanta. In this article, the author answers the call of scholars in the field of multicultural teacher education who suggest that more opportunities need to be created for pre-service teachers to think about and interact with real students in real schools (Darling-Hammond &amp; Bransford 2005; Ladson-Billings, 1999; Sleeter, 2001). In the first part of the article, the author describes the context for and participants in the study. Next, she explains her methods for data collection and analysis. In the analysis that follows, she examines how her pre-service teachers use autobiography to talk back to multicultural educational theory to represent understandings of themselves as future teachers in relation to students with whom they have very little in common. After the analysis, she ends with a discussion of the significance of her study for curriculum theorists who use autobiography in multicultural teacher preparation.
Flowers, Fruits, &amp; Fingers: Preservice Teachers Write about Difficult Topics for a Child Audience
Author: Williams, Brian
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Justice,Childrens Literature,Urban Schools,Teacher Educators,Preservice Teachers,Writing Assignments,Disadvantaged Youth,Consciousness Raising,Culturally Relevant Education,Books,Cultural Pluralism,Activism,Student Diversity

The authors of this article work in a university-based teacher preparation program designed to prepare teachers to serve in urban, historically underserved schools. Entrance to the program is competitive. Preservice teachers are selected, in part, for their rich life experiences and interest in working in high-needs schools. Even with this high-quality, diverse pool of preservice teachers, however, the authors persistently nudge their students to become more ideologically aware and push back against deficit perspectives on urban schools and communities. This article reports on an analysis of an initial assignment in this teacher preparation program which is oriented towards preparing culturally relevant pre-service teachers for urban settings. Using constant comparative methods, the authors examined children's books written by the preservice teachers about an issue related to pluralism, activism, and/or social justice. Practical implications for teacher educators are discussed. (Contains 2 tables.)
Perspectives of Teachers from the Soviet Union in U.S. Schools: Through the Eyes of Immigrant Teachers Who &quot;Tend to Go against the Grain&quot;
Author: Abramova, Inna
Date: 2012-00-00
Type: Journal Articles
Subjects: Immigrants,Teaching Methods,Minority Group Teachers,Curriculum Development,Foreign Countries,Teacher Attitudes,Acculturation,Self Concept,Personal Narratives,Teacher Education,Russian,Educational Attitudes,Teacher Role,Decision Making,Curriculum

Researchers have explored the experiences of minority teachers (Irvine, 2003) and racial minority immigrant teachers in the context of schooling and curriculum development (Subedi, 2008). Many studies on immigrant teachers have focused on problems regarding their adjustment to the new culture and the construction of their identities; fewer studies, however, have explored their potential and how it has been reflected in their teaching practice. Such research has not included narratives of immigrant teachers who came from Eastern Europe--in particular, from the former Soviet Union. So far, the voices of these teachers have remained silent in teacher education; consequently, it is not clear what experiences, beliefs, and practices they bring to U.S. schools. The purpose of the larger study of which this report is a part was to examine the experiences and beliefs of immigrant teachers from the Soviet Union regarding teaching and learning from their personal perspectives. The author explored the factors that shaped Russian-speaking immigrant teachers' beliefs about education in various contexts, including their experiences before and after immigration to the U.S. The research questions were developed based on identified gaps in the research literature and as the result of a pilot study. The focus of this article is to present the findings that emerged in response to the following research question: (1) &quot;How do the participants' beliefs about their teaching roles inform their curricular decisions and practices?&quot; Implications for research, theory, and practice are discussed.
Uncovering the Professional Lives of Suburban Teachers of Color
Author: Lee, Vera J.
Date: 2012-00-00
Type: Journal Articles
Subjects: African American Teachers,Socialization,Cultural Capital,Teaching Styles,Suburban Schools,Teaching Experience,Whites,Qualitative Research,School Desegregation,Teacher Attitudes,Public School Teachers,Grounded Theory,Teacher Characteristics,Secondary School Teachers

When the author began the present study, she was discouraged to learn that little research exists that captures the professional experiences of teachers of color, particularly in suburban schools. Yet studies about teachers of color in these settings are critical in light of the fact that they comprise only 16.9% of the total teaching force in the U.S. (National Center for Education Statistics, 2007). These statistics illuminate the skewed representation of European-American teachers compared to teachers of color in most public schools. More specifically, the field lacks an understanding of how teachers of color are socialized into predominantly European-American suburban schools. According to Burant et al. (2002), teachers of color face "powerful socializing pressure to minimize their cultural capital...to be (or at least appear to be) just like all the other (mainly Euro-American) teachers to be successful" (p. 6). The literature on African-American teachers who taught during desegregation in the U.S. (Fairclough, 2007; Foster, 1997) and, more recently, those in the research conducted by Mabokela and Madsen (2003, 2005) support Burant et al.'s argument that teachers of color are often expected to emulate the teaching styles and behaviors of European-American teachers. In this article, the author discusses the findings of a qualitative study that examined the socialization experiences of eight teachers of color who taught in two predominantly European-American suburban high schools in the Northeast region of the U.S. The findings from the study offer critical insights into the specific issues and challenges that the participants encountered in their schools. (Contains 2 tables and 1 note.)
Valuing Diversity: A Well-Intended but Empty Promise
Author: Guerra, Patricia L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Diversity (Faculty),Personnel Selection,Equal Opportunities (Jobs),Cultural Differences,Cultural Influences,Collectivism,Individualism,Employment Interviews,Elementary Schools

When professional development in diversity is provided to educators in the field, it usually targets classroom practice with the intent of closing the achievement gap. These efforts are critical. But work should not stop there because culture underlies every policy, practice, and procedure in the school and influences every thought, interaction, and behavior of the individuals working within an organization. One such area is the interview process. Educators generally believe hiring practices are equitable if hiring practices comply with Equal Employment Opportunity (EEO) policies and procedures. Though well-intended, these guidelines center on visible aspects of culture (i.e., race/ethnicity, gender, disability) while failing to recognize deep underlying differences responsible for day-to-day clashes in the workplace among individuals of different cultural backgrounds. Comprised of values, expectations, and assumptions, these differences or invisible aspects of culture influence thinking, relating, communicating, and other actions, including during an interview. When educators of different cultural backgrounds have their own set of rules for appropriate interview behavior and are unaware that these expectations influence their thoughts and interactions, misunderstandings and conflict result, as illustrated in the example provided in this article. (Contains 1 note.)
Perspective Taking of Immigrant Children: Utilizing Children's Literature and Related Activities
Author: Mabry, Malerie
Date: 2012-00-00
Type: Journal Articles
Subjects: Immigrants,Childrens Literature,Perspective Taking,Elementary School Students,Classrooms,Grade 4,Intercultural Communication,African Americans,Sociocultural Patterns,Learning Theories,Teaching Methods,Learning Activities

Perspective taking, which is seeing a viewpoint other than one's own, is critical in interpersonal understanding and in cross-cultural communication. It is especially crucial in diverse societies such as the United States as well as in countries where immigrants from other nations are living as one community. Hence, this article focuses on promoting perspective taking among African-American fourth graders, utilizing children's literature on immigrant families with follow-up activities. Scholars have frequently suggested using children's literature about immigrants in school classrooms. However, these scholars' works have three key limitations. First, such scholarship is not conceptually grounded in Selman's theory, Vygotsky's theory, or Bhavnagri's work with her colleagues on immigrants and children's literature. Second, these works do not suggest follow-up activities related to children's literature. Third, they do not recommend specific, empirically grounded strategies for teachers to assist elementary children in taking the perspective of immigrants. This article addresses these limitations and thus contributes uniquely to the field. The authors present a conceptual framework, related children's literature and follow-up activities promoting taking the perspective of immigrant children and strategies for teachers to promote perspective taking, based on empirical research as well as their experiences. (Contains 1 table.)
If I Were a Woman: Integrating Literature and Diversity across the Curriculum
Author: Vecellio, Shawn
Date: 2012-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Second Language Learning,Writing (Composition),Reader Response,Preservice Teacher Education,English (Second Language),Second Language Instruction,Language Teachers,Literature,Course Descriptions,Standards,Teacher Certification,Teaching Methods,Prior Learning,Sexual Identity

The course the author teaches in Cultural Diversity is a requirement for pre-service teachers seeking a Preliminary Teaching Credential as well as for in-service teachers who have returned to earn the California Teachers of English Learners (CTEL) Certificate. As part of this course the author requires a literature analysis assignment. In this article, the author will focus on how this assignment can be used by K-12 teachers in their own classroom settings. The author will describe how he uses a particular piece of literature to raise diversity issues while at the same time addressing important curriculum content standards. (Contains 2 notes.)
School-Community Partnerships: Using Authentic Contexts to Academically Motivate Students
Author: Willems, Patricia P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Stakeholders,Problem Based Learning,Teaching Methods,Service Learning,School Community Relationship,Partnerships in Education,Student Motivation

The opportunities school-community partnerships pose for students' learning continue to generate the attention of educational stakeholders. Children learn through a variety of social and educational contexts, and the goals for student academic success are best achieved through the cooperation and support of schools, families, and communities. The purpose of this article is to examine several instructional approaches that use diverse contexts to facilitate students' meaningful learning of academic subject matter: authentic instruction, problem-based learning, and service learning. Building upon the premise of a community of learners, school-community partnerships within each of these approaches are discussed.
Perceived Needs of At-Risk Families in a Small Town: Implications for Full-Service Community Schools
Author: Voyles, Martha M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Needs Assessment,Integrated Services,Low Income Groups,Caseworkers,Rural Areas,Community Schools,Rural Schools,Parent Attitudes,Teacher Attitudes,Interviews,Cooperation,At Risk Persons,Parent Participation,Observation,Measures (Individuals),Educational Attitudes,Student Mobility,Human Dignity,Social Attitudes,Interpersonal Relationship

Researchers agree that a needs assessment is a critical first step in designing a full-service school, but the large task of orchestrating the necessary community collaboration for such projects has occupied most of the literature to date. This study examines the process of planning and implementing a needs assessment for a rural school serving low-income students. It illustrates how needs assessments necessarily reflect the planners' assumptions about at-risk families. Caseworkers interviewed 13 at-risk and 16 not-at-risk families. Rather than finding the need for improved delivery of services that is commonly reported, especially in urban areas, what families most sought was respect. In addition, teachers and parents held different perspectives on many issues, and a successful project would need to address those differences directly.
Secondary School Students' Interest in Homework: What about Race and School Location?
Author: Xu, Jianzhong
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Homework,School Location,Secondary School Students,Race,Feedback (Response),Models,Predictor Variables,Surveys,Grade 8,Rural Schools,Urban Schools,African American Students,White Students,Student Interests,Learner Engagement,Student Motivation

This study examined models of homework interest at the secondary school level to assess whether homework interest varies across race and school location and whether the influence of race on homework interest depends on characteristics of the context (e.g., school location and teacher feedback). Student- and class-level predictors of homework interest were analyzed in a survey of 866 eighth graders from 61 classes and of 745 eleventh graders from 46 classes in the southeastern United States. Results revealed that homework interest did not vary across race (Black students vs. White students) or school location (rural settings vs. urban settings). On the other hand, Black students considered homework more interesting in classes with more frequent teacher feedback than in classes with less frequent teacher feedback, but exactly the opposite was observed for White students. (Contains 3 tables and 1 figure.)
Engaging Parents of Eighth Grade Students in Parent-Teacher Bidirectional Communication
Author: Bennett-Conroy, Waveline
Date: 2012-00-00
Type: Journal Articles
Subjects: Homework,Stakeholders,Intervention,Statistical Analysis,Grade 8,Parent Participation,Parent School Relationship,Middle School Students,Self Efficacy,Minority Group Students,Immigrants,Control Groups,Experimental Groups,Low Income Groups,Interviews,School Districts,Qualitative Research,English Instruction,Program Effectiveness,Outreach Programs,Parent Teacher Cooperation,Academic Achievement,Role

This article describes the development and evaluation of a classroom-based, low-cost intervention to increase parents' involvement in their children's education. In Phase 1 of the study, 17 parents of 8th grade students in a low-income, high immigrant and minority school district were interviewed to conduct a qualitative assessment of factors related to at-home and at-school parent involvement and to assess the feasibility and acceptability of the planned intervention. In Phase 2 of the study, 192 students in nine 8th grade English classes were given weekly homework for seven weeks that required parent-child interaction to complete the assignment. Three of these classes were randomly selected to receive teacher outreach to initiate parent-teacher bidirectional communication with students' parents. The main hypothesis was that teachers would have bidirectional conversations of at least five minutes duration with a greater proportion of intervention class parents than with control class parents. Additional hypotheses were that intervention class students would submit more homework assignments and have higher homework grades than control class students. These hypotheses were confirmed by chi-square analysis, p less than 0.001. The study demonstrated that a low-cost intervention to improve parent involvement at home and at school among 8th grade students' parents is feasible, acceptable to all stakeholders, and effective. (Contains 6 tables and 1 figure.)