ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflective Practice in Nigeria: Teachers' Voices and Experiences
Author: Hyacinth, Timi
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Reflective Teaching,Language Teachers,Teacher Attitudes,Teaching Experience,Qualitative Research,Interviews,Questionnaires,Focus Groups,Vignettes,Diaries,Teaching Methods,Self Determination,Second Language Instruction,Figurative Language,Language Usage

This article presents data collected in a qualitative study of Nigerian English language teachers working in Nigeria. Many of these Nigerian teachers have not had a formal introduction to reflective practice. Most of them work in conditions of constraint and challenge, experiencing a lack of resources, support and often working with large classes. The study was focused on establishing whether they saw themselves as reflective and could articulate ways in which reflection was important for them in their everyday practice. Even with those teachers who have been introduced to reflective practice, our data suggests that teachers may perceive reflection differently from their trainers. The article draws on interviews, questionnaires and focus groups in detailing how Nigerian teachers conceptualise reflection and in what ways it is important for them. The article finishes by arguing that more data, perhaps in the forms of reflective vignettes of experience, interview extracts, journal entries and descriptions of teaching challenges from teachers is important in making reflective practice less vague and more achievable for teachers. The data suggests that reflection can happen in an intuitive and self-determined way and these experiences (and associated texts) would make good data for making reflection in teaching more tangible for trainee and novice teachers.
A DS106 Thing Happened on the Way to the 3M Tech Forum
Author: Lockridge, Rochelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Corporate Education,Computer Science Education,Story Telling,Electronic Learning,Open Source Technology,Web Based Instruction,Workplace Learning,Computer Networks,Cooperative Learning,Independent Study,Creativity,Innovation

This case study illustrates how DS106, a computer science course in Digital Storytelling from the University of Mary Washington (UMW) and accessible as an open course on the web, is being explored in a corporate environment at 3M, an American multinational corporation based in St. Paul, Minnesota, to build community, collaboration, and more effective global communication skills. Our assertion is that the pedagogy and assignments of DS106 can be adapted for use within a corporate intranet, using creation and communication tools available internally to all employees. Our approach is to work in a layered &quot;open organisational web&quot; guided by a specialist facilitation role: that of the &quot;Salon Patroness&quot; or network connector. This 3M-DS106 Salon model may help address challenges faced in a &quot;default closed&quot; corporate environment, providing a zone of safety to encourage the evolution of a more open mind-set necessary for increased creativity and innovation. In its first iteration in Fall 2013 the 3M-DS106 Salon participants were interviewed at the end of the course. They identified learning, challenges, and a desire for integrating the course material into their professional work. The use of digital storytelling tools on 3M related projects in real time, within a community of learners to provide support, was deemed an effective practice. Via their internal blogs participants documented growth in media skills and an evolving reflective practice. Based on these initial results, 3M has sponsored a year long 3M-DS106 experience to address participant requests for more flexibility, time and practice while incorporating more 3M specific communication &amp; collaboration tools.
Are We Having Fun Yet? Institutional Resistance and the Introduction of Play and Experimentation into Learning Innovation through Social Media
Author: Bryant, Peter
Date: 2014-00-00
Type: Journal Articles
Subjects: Institutional Characteristics,Resistance to Change,Play,Learning Strategies,Educational Innovation,Mass Media Use,Program Implementation,Educational Change,Change Strategies,Technology Integration,Educational Development,Qualitative Research,Focus Groups,Interviews,Participant Satisfaction,Knowledge Management,Higher Education,Social Networks,Experimental Programs,Foreign Countries

Recognising and responding to behaviours and patterns of resistance is critical to the successful implementation of technology-enhanced learning strategies at higher education institutions. At institutional, academic and student levels, resistance manifests itself in a variety of forms, at best supporting a critical culture and at worst creating inertia and active disquiet. Through the lens of an institution-wide strategic learning innovation vision at the University of Greenwich, designed to enhance connectivity and collaboration, this paper will explore the modes and pathways of resistance that occurred in the process of implementing and embedding an openness agenda at a learning and teaching level. Through supporting experimentation and play with social media creation and sharing as a mechanism of curricula transformation, we identified a number of patterns of resistance to sharing and openness. Using an approach informed by grounded theory we have attempted to represent these patterns in the form of a model of institutional resistance to technology-led change.
Placing Students at the Heart of the Iron Triangle and the Interaction Equivalence Theorem Models
Author: Lane, Andy
Date: 2014-00-00
Type: Journal Articles
Subjects: Models,Higher Education,Educational Trends,Correlation,Visual Aids,Access to Education,Educational Quality,Efficiency,Costs,Outcomes of Education,Student Attitudes,Student Motivation,Guidelines,Open Education,Equal Education,Informal Education,Online Courses,Foreign Countries

A number of visual models have been proposed to help explain the interplay and interactions between specified components of higher education systems at different levels and to take account of emerging trends towards open education systems. At sector and institutional levels the notion of an iron triangle has been posited, linking firstly access, quality and cost and latterly accessibility, quality and efficiency in order to suggest means for widening access to higher education for the same or lower cost without compromising outcomes. At the level of teaching and learning an interaction equivalence theorem was developed to explain the relative contributions to successful study of teachers, students and educational content in formal settings and which has recently been extended to informal settings. However both models deal mainly with the supply side of the educational systems they attempt to represent, namely impacts of the availability and accessibility to more people of the elements in the models, and largely ignore the demand side in terms of the affordability and acceptability of the available and accessible provision to students and learners alike. Further, while stimulating debate there has to date been limited empirical studies undertaken to validate both these models. Despite this lack of testing, this paper explores ways of extending these existing models both visually and conceptually by adding in the perspective of the prospective learner or student in respect to their organisational capacity to invest sufficient time for studying, the levels of preparedness and/or confidence that they hold before they engage in learning and the level of motivation for undertaking those studies. It is argued that these modified models provide a new contextual framework with which to examine the capacity of more open education systems at the national, institutional and individual learner level to be expanded effectively and equitably. It is hoped that these extended models provide a new basis for undertaking empirical studies to test out the underlying assumptions.
Financial Stress, Self-Efficacy, and Financial Help-Seeking Behavior of College Students
Author: Lim, HanNa
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Financial Problems,Stress Variables,Help Seeking,Self Efficacy,Financial Support,Student Surveys,Wellness,Regression (Statistics),African American Students,Consumer Education,Financial Services,Student Financial Aid,Debt (Financial),Multivariate Analysis

Financial stress and self-efficacy are examined in relationship to college students' financial help-seeking behavior utilizing Grable and Joo's (1999) framework. A cognitive approach is taken by focusing on the moderating role of financial self-efficacy on the relationship between financial stress and financial help-seeking. Data from the 2010 Ohio Student Financial Wellness Survey are analyzed. Logistic regression results indicate that those who are Black, have had a financial education course, have larger current student loan debt, experience higher levels of financial stress, and have high financial self-efficacy tend to seek help from professionals. A moderating role of financial self-efficacy is observed, although the effect is relatively weak. Implications for financial counselors, educators, and practitioners include attention to strategies for reaching populations that underutilize available services, increased effort to reach populations most in need of services, and optimizing opportunities for the inclusion of financial information as an antecedent to productive service provision.
I Hope It Still Counts as Reading: The Cultural Production of Reading(s), Social Relations and Values in a Research Interview
Author: Moffatt, Lyndsay
Date: 2014-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Discourse Analysis,Ethnography,Discourse Modes,Social Theories,Learning Theories,Reading,Reading Attitudes,Intergroup Relations,Interpersonal Relationship,Interviews,Teacher Researchers,Parents,Elementary School Students,Foreign Countries

Using a form of analysis that sees talk as social interaction, this study examines how a teacher-librarian-researcher and a parent of elementary-aged children construct reading, readers and social in/equality in the context of a research interview. The analysis suggests that the participants produced equal and unequal social relations and values in and through their talk of reading and readers. Using ethnomethodological tools, this analysis illustrates some of the challenges of transforming unequal social relations through a change in the words we use. The study recommends a greater attention to identifying how we recognize and mystify differences in terms of access to resources and wealth in our talk, so that we can create new narratives of reading/readers that recognize and value marginalized literacies without pretending that all literacies are equally valued in the world.
Funds of (Difficult) Knowledge and the Affordances of Multimodality: The Case of Victor
Author: Becker, Ava
Date: 2014-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Refugees,Immigrants,Cultural Background,Difficulty Level,Knowledge Level,Semiotics,Case Studies,Semi Structured Interviews,Foreign Countries,Cultural Capital

Drawing on semi-structured interview data, this paper examines one man's multimodal engagement with the emotionally difficult aspects of his Chilean heritage. It builds on recent work (e.g., Marshall &amp; Toohey, 2010) that has begun to unearth the intersection between funds of knowledge (González, Moll, &amp; Amanti, 2005), difficult knowledge (Britzman, 1998, 2000), multiliteracies (New London Group, 2000), and multimodality (Kress, 1997) in an attempt to call attention to the shifting nature of what is considered &quot;difficult&quot; about difficult knowledge, and to the role of multimodality in both accessing and making sense of the difficult in one's funds of knowledge. The analysis reveals that young people might be purposefully kept away from punctuations on their community's semiotic chain that are deemed difficult (e.g., images, documentaries) not only by schools, but also by family members for whom such punctuations invoke painful memories. The paper concludes with a call to teachers to be ever mindful of reproducing knowledge hierarchies in their classrooms, which may be partly mitigated by discussing the affordances and challenges of drawing on students' funds of (difficult) knowledge with families and communities.
Social Justice through Literacy: Integrating Digital Video Cameras in Reading Summaries and Responses
Author: Liu, Rong
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Justice,Video Technology,Critical Thinking,Semiotics,Action Research,Editing,News Reporting,Reading Processes,Consciousness Raising,Learning Theories,Literacy,Case Studies,Qualitative Research

Drawing data from an action-oriented research project for integrating digital video cameras into the reading process in pre-college courses, this study proposes using digital video cameras in reading summaries and responses to promote critical thinking and to teach social justice concepts. The digital video research project is founded on Vygotskian and semiotic theoretical approaches. A qualitative analysis of the method and a demonstration of its processes and benefits are provided using exemplar cases. Students practice critical thinking skills, including analysis, synthesis, and evaluation components, in multiple phases of the activity. Social justice issues are addressed through literacy as students analyze editorials from newspapers and respond to state a position and provide support. Synthesizing summaries and evaluating editorials in order to write a personal response can promote both critical thinking and awareness of social justice issues.
Labeled Reading Disabled and &quot;Doing Reading&quot;: One College Student's Reading History
Author: Randel, Maryl A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Undergraduate Students,Disabilities,Case Studies,Student Development,Identification,Reader Text Relationship,Semi Structured Interviews,Comparative Analysis,Reading Achievement,Success,Knowledge Level,Achievement Gains,Reading Attitudes,Anxiety,Attitudes toward Disabilities,Stereotypes,Disability Identification

In this work, the author analyzes how Mari, an undergraduate student labeled with a reading disability, describes her reading opportunities and texts throughout her K-16 schooling. Using a disability studies in education lens, the researcher investigated the role that experiences with texts played in Mari's identity development as a reader. For this interpretive case study, the author analyzed multiple semistructured interviews and read numerous written responses to texts, using the constant comparative approach (Glaser, 1965). Mari identified several purposes for reading, including accomplishment, school success, and knowledge acquisition. Reading has been and continues to be a very time-consuming and stressful practice for Mari. As a result, initiating reading tasks became a challenging activity, as well as led to a general dislike of reading, and caused anxiety about being stereotyped because of her reading disability label.
&quot;So, Like, What Now?&quot;: Making Identity Visible for Preservice Teachers
Author: Jiménez, Laura M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Professional Identity,Multicultural Education,Discourse Analysis,Racial Attitudes,Gender Issues,Ethnicity,Anxiety,Stress Management,Singing,Musical Composition,Humor,Collegiality,Cultural Pluralism,Diversity (Institutional),Class Activities,Persuasive Discourse,Qualitative Research,Personal Narratives

Drawing on Vygostky&apos;s zone of proximal development this study explores the ways preservice teachers engage with The Human Bean Activity that was designed to make visible the abstract idea of identity and community. This qualitative narrative analysis explores the talk produced by 47 predominantly White, straight, and female preservice teachers as they talked with each other about race, ethnicity, sexual identity, and their own identity in a multicultural literature class. Findings show students&apos; use of song lyrics, humor, and shared laughter to relieve tension, build solidarity, and avoid stress. In addition these students challenged themselves and each other to better understand their own identities and communities. Some students were able to connect the activity to their own reading and begin to enact a new awareness and appreciation of diversity.
Experiential Learning and Literacy: Preservice Teachers&apos; Perspectives
Author: Pittman, Ramona T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Experiential Learning,Literacy,Preservice Teachers,Student Teacher Attitudes,Tutoring,Student Teaching,Elementary School Curriculum,Tutorial Programs,Community Education,Reading Programs,Student Teacher Evaluation,Teaching Experience,Training Methods,Student Experience,Skill Development,Student Surveys

In this study, we sought to determine preservice teachers&apos; perceptions about participating in an experiential learning literacy program. A total of 86 preservice teachers participated in two hours of training and then tutored elementary students for a total of eight hours. The preservice teachers engaged in 10 hours of experiential learning through a community-based reading tutoring program. Following their experiences, the preservice teachers completed a survey and answered three open-ended questions that solicited their views about their training and tutoring. Overall, the preservice teachers perceived the experience to be positive to their literacy knowledge and skill development.
&quot;Experience Is the Best Tool for Teachers&quot;: Blogging to Provide Preservice Educators with Authentic Teaching Opportunities
Author: Stover, Katie
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Technology Integration,Teacher Student Relationship,Elementary School Teachers,Elementary School Students,Grade 5,Computer Mediated Communication,Electronic Publishing,Web Sites,Web Based Instruction,Case Studies,Individualized Instruction,Reading Instruction,Writing Instruction,Metacognition,Active Learning,Reading Strategies,Qualitative Research,Semi Structured Interviews

Considering the digital landscape of the 21st century classroom, it is paramount that teacher education programs prepare preservice teachers to incorporate technology into their classrooms to engage in communicative and collaborative acts as readers and writers. This collective case study was conducted to explore what happened when nine preservice teachers, in a literacy methods course at a small liberal arts university, blogged with the fifth graders about a commonly read text. Over a period of 11 weeks, various types of qualitative data including pre-and post-interviews, blog exchanges, and reflective papers completed by the preservice teachers were collected and analyzed. Data analysis procedures included a holistic in-depth exploration of the recurring themes and patterns in the data. The findings revealed that the preservice teachers designed and implemented differentiated instruction as they gained practice engaging the students in real world 21st century reading and writing activities. Additionally, the preservice teachers developed as active readers and writers, which allowed them to foster deeper thinking and metacognition with their elementary pen pals. These findings have important implications for the ways teacher preparation programs consider enriching and meaningful experiences for preservice teachers.
Literature Discussion: Encouraging Reading Interest and Comprehension in Struggling Middle School Readers
Author: Pittman, Pamela
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle School Students,Reading Difficulties,Rural Education,Literature Appreciation,Discussion (Teaching Technique),Reading Strategies,Prior Learning,Reader Text Relationship,Learning Activities,Reading Improvement,Grade 7,Learner Engagement,Reading Comprehension,Qualitative Research,Action Research,Participatory Research,Surveys,Interviews

The purpose of this qualitative study was to explore how literature discussion affects middle school struggling readers. The focus was on 16 middle school struggling readers in a rural Title I school in the southeastern United States. Findings indicated that (a) literature discussion increased student enjoyment of reading, and (b) students understood a text better during literature discussion when they used reading strategies along with prior knowledge to make connections between a text and their own lives. The discussion focused on the practice of literature discussion. The authors explored how this learning activity positively influenced middle school students' learning, particularly among struggling readers.
When Guided Reading Isn&apos;t Working: Strategies for Effective Instruction
Author: Wall, Heather
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Instruction,Small Group Instruction,Instructional Effectiveness,Reading Strategies,Coaching (Performance),Teaching Methods,Prompting,Scaffolding (Teaching Technique)

Guided reading is widespread as a small group reading instructional approach, and yet in some cases the original intent of guided reading as a method for encouraging readers&apos; independent strategic thinking has been lost. This article describes one group of teachers&apos; discoveries as they searched for a way to improve their instruction by engaging in coaching labs and thereby turned what had been &quot;private&quot; teaching into &quot;public practice.&quot; By entering this vulnerable space they came to some key realizations about the need to focus on student behaviors over skills, and the power of language to influence instruction.
Professional Development: Designing for the Cognitive and Affective Domains
Author: Doherty, Iain
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Development,Electronic Learning,Foreign Countries,Affective Objectives,Cognitive Objectives,Course Evaluation,Course Objectives,Certification,Curriculum Design,Teaching Methods

This paper critically reflects on the pedagogical approach underlying a professional development course in eLearning. The aim of the course was to teach faculty based eLearning officers the necessary practical and theoretical skills to fulfil their roles in supporting Faculties with eLearning initiatives. Whilst the course was successful--judged in terms of the pass rate and course evaluations--the underlying pedagogy could be improved by taking the affective domain into consideration. In particular there were issues with the perceived relevance of the course, participants' confidence in their abilities and the perceived value of the certificate course in the context of participants' careers. The proposed revisions are presented and critically discussed in order to present a revised learning design and to raise the issue of the place of the affective domain in continuing professional development.