ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Risk to Conceptualize Rural Secondary School Parents&apos; Sense of Community
Author: Stelmach, Bonnie
Date: 2021-00-00
Type: Journal Articles
Subjects: Risk,Rural Areas,Secondary School Students,Parent Attitudes,Sense of Community,Parent Participation,Foreign Countries,Interpersonal Relationship,Family School Relationship

The question driving this study was: What makes rural secondary parents feel in community with their children's schools? Using a sociomaterial approach, data were collected from three rural schools in northern Alberta, Canada using walking interviews with parents in the schools, site observations, focus groups, and individual interviews with 21 parents. Data were viewed through a risk lens to gain insights into how parent-parent interactions entail risk, and how this may impact upon their sense of community. Three categories of risk were developed: social and personal risk that emerges from being familiar, known, or part of a &quot;legacy family&quot;; political risk was experienced through parents' influence (or lack of influence) in school decisions, and the extent to which they could authentically express/live their perspectives; and moral/ethical risk related to the expectation and responsibility to engage with the community in good ways to prove one's right to belong. This research adds to the scholarship on parent involvement generally by highlighting the parent-parent dynamic as possibly creating tensions and barriers for the home-school dynamic. Most research focuses on teacher-parent or principal-parent relationships. This research adds to the scholarship on rural parent involvement specifically in three ways. The concept of legacy parents is introduced and the role interrogated. Second, the view of rural schools as close-knit is challenged by bringing to light how collective identities create hierarchies and entrench time-honored expectations of engagement. Finally, the seamlessness of boundaries between rural schools and their external communities is emphasized.
Supporting Effective Guided Reading Instruction for All Students
Author: Hudson, Alida K.
Date: 2017-10-00
Type: Journal Articles
Subjects: Reading Instruction,Instructional Effectiveness,Teaching Methods,Small Group Instruction,Accuracy,Reading Fluency,Reading Comprehension

Fountas and Pinnell (2012) warn that guided reading is not always synonymous with small-group instruction. While it may appear simple, much thought goes into a guided reading lesson. This chapter details the steps for teachers to follow in order to develop more effective guided reading and small group instruction for all students by identifying specific goals in the areas of accuracy, fluency, and comprehension at each instructional reading level. Through the chapter, teachers will be exposed to valuable resources that will aid in creating effective guided reading lessons for all students.
An Intrinsic Case Study of One Music Educator&apos;s Professional Development through Podcasting
Author: Weimer, Kristina R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Teachers,Faculty Development,Handheld Devices,Audio Equipment,Information Dissemination,Online Courses,Technology Uses in Education,Beginning Teachers,Middle School Teachers,Educational Technology,Music Education,Teacher Motivation,Teacher Improvement,Teacher Collaboration,Self Esteem,Program Effectiveness,Reflection

Music teachers should have opportunities to participate in professional development that focuses on their interests, learning style, and is relevant to classroom activities and goals. Online professional development allows teachers to participate in ways they see fit for their circumstances and can promote reflection and growth. Teacher-created online professional development is context-specific, inquiry-based, and includes components of choice and flexibility. Modern technologies, media, and web resources such as podcasts have provided new possibilities for teacher professional development. Podcasts offer multiple ways to support an individual's learning, and have potential to meet the characteristics of effective teacher-created professional development. The purpose of this intrinsic case study was to examine one novice music teacher's experiences using a self-created and produced podcast as a professional development tool. Research questions were: (1) How did the podcast contribute to this teacher's professional development?; and (2) How did producing the podcast influence his teaching practice? Three themes emerged: increased motivation and inspiration to improve, connecting with and learning from other music teachers, and Tenuto as a reflective resource. The podcast served as part of this teacher's Professional Learning Network (Bauer, 2010, 2014), providing individualized, sustained professional development experiences involving informal means of communication and collaboration.
What Do I Teach Tomorrow? Using Literacy Data to Make Informed Teaching Decisions
Author: Reed, Jolene B.
Date: 2017-10-00
Type: Journal Articles
Subjects: Literacy Education,Data Use,Decision Making,Teaching Methods,Reading Instruction,Student Evaluation,Evaluation Methods,Error Patterns,Emergent Literacy

Running records are not regularly utilized to their full potential by classroom teachers. Often, teachers use running records only to determine an instructional text level for an individual student and then to place students into reading groups for instructional purposes based on student reading levels. When more thoroughly analyzed, running records can aid teachers in making informed instructional decisions based on student needs. Instruction becomes more beneficial with a focus on the development of strategic processing of individual students.
Which Books Are Best Suited for Use in a First Grade Classroom?
Author: Christensen, Rosalynn Rowan
Date: 2017-10-00
Type: Journal Articles
Subjects: Books,Reading Material Selection,Grade 1,Elementary School Students,Awards,Emergent Literacy,Literary Criticism

Primary teachers often struggle to find high quality literature for use with their first-grade students. Therefore, a list of award winning books was evaluated for characteristics that lend themselves to teaching reading comprehension strategies and literary elements. The Golden Kite Award, an annual award which provides a grant to the winning author and illustrator, was used for this study. The Golden Kite Award reflects five categories, including young reader and middle grade fiction, young adult fiction nonfiction, picture book text, and picture book illustration. Literature in the picture-book text category was evaluated for reading level and possible comprehension strategy use in a first grade classroom. Books best suited for use with first grade comprehension instruction are described in this chapter.
Approaches to the Development of a Literary Translator&apos;s Linguistic Identity
Author: Naydan, Michael M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Literature,Translation,Self Concept,Language Processing,Second Languages,Novices,Teaching Methods,Professional Education,Ukrainian,German,Novels,Error Patterns,Creativity,Language Usage,Native Language,Protocol Analysis,Professional Personnel,Foreign Countries,Graduate Students,Undergraduate Students,Majors (Students),Linguistics

The article discusses the development of the linguistic identity of a novice literary translator in the course of academic training. The authors claim that teaching literary translation presupposes creating an academic environment conducive to untapping the creative potential of translation students. The paper describes an experiment in which 30 Ukrainian translations of the prologue from Julia Franck's novel &quot;Die Mittagsfrau&quot; executed by young translators were analysed. The outcomes of the research allowed for the identification of translation strategies and typical translation mistakes, and the dependence of translations on the translator's linguistic identity. The study proves the hypothesis that creativity comprises an indispensable component of the translator's personal linguistic identity and can be developed in the course of professional training. This also allows the authors to highlight the factors that influence the formation of the translator's professional competence as well as outline perspectives for further research into think-aloud protocols provided both by experienced and novice translators.
Electronic Social Networking Sites as a Universal Tool for Developing Future Teachers&apos; Digital Competence
Author: Hrynko, Viktoriia
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Networks,Social Media,State Universities,College Faculty,Technological Literacy,Pedagogical Content Knowledge,Elementary School Teachers,Preservice Teachers,Teacher Education Programs,Student Motivation,Preferences,Student Attitudes,Creativity,Teacher Collaboration,Communication Skills,Skill Development,Teaching Methods,Faculty Development,Informal Education,Foreign Countries

The aim of the research is to study the opportunities of using the electronic social networks for developing future teachers' cognitive, creative, communicative and collaborative skills. The research was conducted at Donbas State Pedagogical University. 90 future primary school teachers and 40 university lecturers are involved in the research work that includes the use of social networks for developing cognitive, creative, communicative, and collaborative skills while studying the university courses. The research results are presented as the comparative analysis of the indicators of future teachers' cognitive, creative, communicative, and collaborative skills which were obtained at the initial (2014) and final (2018) stages of the experimental programme. The author analyses the research results according to five blocks: students' preference and motivation to use electronic social networking sites; the use of the electronic social networking sites for developing the cognitive skills; the use of the electronic social networking sites for developing creative skills; the use of the electronic social networking sites for developing collaborative skills; the use of the electronic social networking sites for developing communicative skills. The author claims that future teachers' digital competence improves while taking part in individual and group learning; in personal learning; while using social networks for the purpose of informing about the university events, for conducting extracurricular activities, non-formal and informal education, project activities etc. It was proved that the conditions, which contribute to the successful implementation of social networking sites in the educational process of higher educational institution, include an active, conscious and cultural use of electronic social networking sites by students, as well as university lecturers' understanding and concern about implementing these educational digital resources in their professional activities.
Efficacy of Mobile Apps in Teaching Foreign Languages: A Systematic Review
Author: Dragonflame, Chrystal Sapphire
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Computer Assisted Instruction,Computer Software,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Educational Research

With over 91% of Americans now owning cellular devices (PEW Research Center, 2019), mobile applications (apps), like those used for foreign language learning (FLL), are becoming increasingly popular (Yu, 2019). However, it is unclear what research has been conducted to determine how effective mobile apps are at teaching foreign languages. To address this gap in the literature, the authors conducted a systematic review on existing FLL app research to determine trends in the literature and identify studies with quantifiable efficacy measures (Olsen et al., 2021). Although no current literature review to their knowledge has focused solely on FLL apps, a study completed similar work by investigating literature on mobile-assisted language learning (MALL). Building on that study's research, they conducted a systematic review using the same criteria to identify studies with quantifiable efficacy measures. However their review differed by including only research on mobile apps that focused specifically on FLL.
Teachers of English Learners Respond to COVID-19 Realities: Online Graduate Program Insight
Author: Nuss, Svetlana V.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Graduate Study,English Language Learners,Elementary Secondary Education,Preschool Education,Teacher Education Programs,School Closing,Teaching Conditions,Learner Engagement,Technology Uses in Education,Educational Technology,Faculty Development,English (Second Language),Second Language Instruction,Bilingual Education,School Role,Board of Education Role,Administrator Role,Equal Education,Course Content,Family School Relationship,Student Needs,Modeling (Psychology),Teacher Role

This article presents a descriptive analysis case study conducted in the stream of teacher action research. An instructor-generated questionnaire was administered to teacher education program participants (n=141) who are practicing U.S. teachers of English learners (ELs). All respondents were enrolled in an online graduate-level teacher education program with a concentration in bilingual education and TESOL certification. The results of the questionnaire indicate that, as teachers of ELs worked in a variety of pre-K--12 settings and modes of instruction during the pandemic, including school closures, 67.4% of teachers worked longer hours compared to their pre-pandemic workloads. Additional data analysis includes teacher-reported meaningful student engagement, instructional modeling in teacher education programs, and the use of technology in teacher education. As the educational profession evaluates the effects of the pandemic on the state of teaching and student achievement and sets post-COVID directions, this data may help inform decisions. The article highlights the value of modeling practices in tertiary instruction for educators and the use of educational technology in a teacher education program. It also advocates for increased teacher voice and agency in shaping professional development of in-service teachers. The article ends with a call to administrators, policy makers, teacher education programs, and publishers to acknowledge the unprecedented professional growth of school-based educators and seek teacher-generated reflections on the pandemic-induced changes in their pedagogy to help inform future professional development, educational policy, and teacher education program development.
Factors Affecting Rural Music Educators&apos; Career Decisions
Author: Robison, Tyger
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Career Choice,Intention,Rural Areas,Music Teachers,Public Schools,Elementary Secondary Education,Teacher Persistence,Faculty Mobility,Job Satisfaction,Noninstructional Responsibility,Teaching Load,Teacher Influence,Professional Autonomy,Professional Isolation,Professional Recognition,Teacher Collaboration

The purpose of this study was to examine factors that may influence the projected career plans of music teachers in rural areas. Survey participants (N = 115) in Wyoming completed a questionnaire designed to elicit responses about multiple factors and projected career plans in one year and in five years. The vast majority of participants planned to remain in their jobs the following year, and 65% of participants planned to stay in their jobs five years in the future. However, 21.4% of participants planned to migrate to different teaching jobs in five years and 12.1% planned to leave the profession altogether. The most impactful variables for migration or attrition in five years were satisfaction with non-instructional duties, teaching load, level of faculty influence, teacher autonomy, opportunities for collaboration, and recognition for teachers' work. Implications for practice and future research are discussed.
A Theoretical Journey from Social Constructivism to Digital Storytelling
Author: Abderrahim, Lizzie
Date: 2021-00-00
Type: Journal Articles
Subjects: Story Telling,Computer Uses in Education,Second Language Instruction,Learning Theories,Cognitive Development,Constructivism (Learning),Teaching Methods

Using the concept of a journey through time, this article examines the theoretical foundation underpinning the use of digital storytelling as a pedagogical tool in the language classroom. It describes the arguments developed by Dewey, Piaget and Vygotsky, which form the basis of social constructivist theory and the work of Kolb from which experiential learning theory was developed. It goes on to describe how these theories are reflected in pedagogical approaches to language learning, from Asher's total physical response approach, to Blaine Ray's TPR storytelling and finally to the development of digital storytelling by Lambert and Atchley. Along this journey, the reader is able to pause and consider progressive theories of education and to take account of cognitive development and sociocultural theory. The significance of experience in the learning process and the value of a physical response becomes evident and the benefits of telling stories, whether these are told in the traditional way or through the use of digital technology is apparent.
Equity of Music Access and Enrollment in Ohio Secondary Schools
Author: Helton, Benjamin C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Enrollment,Equal Education,Access to Education,Public Schools,Geographic Location,Rural Schools,Urban Schools,Suburban Schools,Correlation,Barriers,Socioeconomic Influences,High Schools,Environmental Influences,Teacher Student Ratio,School Personnel

Equitable access to a quality music education for all students and healthy music class enrollment continue to be prominent goals for music teachers and advocates. While 92% of Ohio public secondary schools offer at least one music class, fewer than half of all students actually enroll. Past literature on equitable access to and enrollment in music classes offers a complex and conflicting depiction due to scholars either looking at national data sets or individual case studies, but few bounded by a single state. In order to dissect the problem of equitable access and enrollment in secondary music classes for the state of Ohio, we collected data reflecting these variables from online dashboards and analyzed them to find significant differences by locale (city, suburban, town, rural) and whether any equity factor predicted enrollment percentage in a public secondary school. Results reflected inconsistent differences between factors based on locale and found poor relationships between those same factors and a school's music enrollment. Advocates could utilize these results to justify initiatives meant to adapt to individual school contexts as opposed to state or locale-wide solutions to broadly stated music access and enrollment problems.
Analysis of the Integration of ICT in Second Language Learning in Preschool in Colombia
Author: Harris Bonet, Paola
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,English (Second Language),Second Language Instruction,Second Language Learning,Preschool Education,Preschool Teachers,Teacher Attitudes,Barriers,Bilingual Education,Socioeconomic Status,Correlation,Access to Education,Educational Resources,Foreign Countries

The introduction of Information and Communications Technologies (ICT) in the educational sphere is becoming more and more essential due to its potential as a pedagogical tool. This study aims to evaluate some factors that facilitate and hinder the pedagogical use of ICT in the context of learning English as a second language (L2) at preschool education levels. Through the methodology of Design Thinking, it is possible to structure the characteristics that a playful interface should have in order to support this educational process and, especially, to satisfy the needs of an environment that intends to make the most of the technological resources it has. To this end, this methodology takes into account the experience of direct users (children), indirect users (teachers) and the socio-economic dimension of educational centres, headed by managers. In this sense, two &quot;ad hoc&quot; questionnaires were completed by the school executives and teachers, respectively, in a specific educational context of Barranquilla, Colombia. The questionnaires were administered to 25 schools. Data analysis showed the importance of ICT in improving the teaching and assessment process. At the same time, it shows the levels of frustration of some teachers who use technologies with low levels of training or with self-generated content that limit the use of ICT in an appropriate way. These results will outline a number of characteristics that should be considered when implementing actions to improve the teaching of English in the classroom using digital tools.
Can Digital Storytelling Enhance Learning Motivation for EFL Students with Low Proficiency and Confidence in English?
Author: Kasami, Naoko
Date: 2021-00-00
Type: Journal Articles
Subjects: Story Telling,Technology Uses in Education,Learning Motivation,English (Second Language),Second Language Learning,Language Proficiency,Self Esteem,Foreign Countries,Student Motivation,College Students,Student Attitudes

The purpose of this study was to investigate the impact of a digital storytelling assignment on the motivation for learning English of students with low proficiency and confidence in English. The participants of this study were non-English major students in Japan who studied in four courses of English as a Foreign Language (EFL). Each course was 15 weeks long and was held in the spring and fall terms of 2018. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively with the use of Information and Communications Technology (ICT) and English. The findings of a previous study (Kasami, 2007) showed that most students were more motivated for learning through the use of a digital storytelling assignment than through the use of a (non-digital) storytelling assignment, and this study will attempt to confirm the usefulness of the digital storytelling assignment particularly for students whose English proficiency level is low. In this research, three (pre-, midterm- and post-) questionnaires were employed to collect the necessary data. The results of the three questionnaires and two tests were received from 65 students. This research focused on 27 students, from the group of 65, with the lowest proficiency and confidence in English as determined by the results of the pre-test and pre-questionnaire. The analysis of the data showed that the digital storytelling assignment could enhance learning motivation for most participants with low proficiency and confidence in English. Most of the students in the study also felt confident about conducting a digital storytelling assignment in English.