ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Governance Reform in Ontario: Neoliberalism in Context
Author: Sattler, Peggy
Date: 2012-01-16
Type: Journal Articles
Subjects: Ideology,Governance,Educational Change,Foreign Countries,Neoliberalism,Educational History,Accountability,Public Policy,Empowerment,Public Agencies,Agency Role,Government Role,School Districts,Boards of Education

This paper explores the relationship between neoliberal ideology and the discourse and practice of education governance reform in Ontario over the last two decades. It focuses on changes in education governance introduced by successive Ontario governments: the NDP government from 1990 to 1995, the Progressive Conservative government from 1995 to 2003, and the Liberal government from 2003 until the present. The analytical approach deploys the three models of education governance identified by Bedard and Lawton (2000)--policy interdependence, administrative agency and policy tutelage--to describe differences in the policy content of the neoliberal governance reform projects undertaken by each government. The paper uses the work and recommendations of three government-appointed bodies--the Royal Commission on Learning (RCOL), the Education Improvement Commission (EIC) and the Governance Review Committee (GRC)--to capture critical shifts and tensions in governance reform strategies. Three interrelated points are offered to further the understanding of education governance dynamics in neoliberal paradigms in Ontario: first, the influence of political ideologies on approaches to governance and accountability; second, the mediating role played by government-appointed bodies; and third, the incrementalism of neoliberal reforms in education governance policy. (Contains 2 footnotes.)
Social Justice: The Missing Link in School Administrators' Perspectives on Teacher Induction
Author: Pinto, Laura Elizabeth
Date: 2012-02-13
Type: Journal Articles
Subjects: Social Justice,Classroom Techniques,Democracy,Foreign Countries,Beginning Teacher Induction,Principals,Administrator Attitudes,Administrative Principles,Ethnic Diversity,Equal Education,Interviews,Democratic Values,Politics of Education,Educational Policy,Inquiry,Program Attitudes,Educational Administration,Educational Needs,Teacher Education Programs

Critical scholars view schooling as one piece of a larger struggle for democracy and social justice. We investigated 41 school administrators' perceptions about the role and importance of equity, diversity and social justice in new teacher induction in the province of Ontario. Interviews reveal that principals were interested in shaping teacher induction programming in their schools and school districts, but that they regularly prioritized technical issues like classroom management and pedagogy over systemic issues like equity and social justice. When asked directly about equity, principals spoke about learning styles, special needs and differentiated instruction, but they regularly ignored new teachers' abilities to counter systemic oppression--racism, sexism, and classism. Our findings suggest that without an explicit focus on equity and social justice in provincial policy documents, teacher induction programming runs the risk of reproducing a transmission model of new teacher education. (Contains 1 figure and 2 footnotes.)
Lessons in Leadership: Perspectives on Corporate Managerialism and Educational Reform
Author: Galway, Gerald
Date: 2012-03-05
Type: Journal Articles
Subjects: Consolidated Schools,Educational Change,Foreign Countries,Politics of Education,Educational Policy,Policy Analysis,Change Strategies,Cost Effectiveness,Commercialization,School Restructuring,Efficiency,Accountability,Comparative Analysis,Statistical Distributions,Program Effectiveness,School Effectiveness,Position Papers,Educational Administration,Enrollment Trends,Institutional Survival,Educational Finance

Between 1970 and 1990 enrolment in Newfoundland and Labrador schools dropped by 22 percent. The first wave of major educational reform (1990 to 2000) saw massive reductions in public school expenditures and the reduction of more than 1650 teachers. Facing continued enrolment loss and a large current account deficit, in 2004, government again consolidated school districts. In this paper I examine the 1997 and 2004 reforms and argue that the &quot;rationalization&quot; agenda set by government was aggressive--driven primarily by fiscal and corporate factors. While the reforms accomplished their corporate goals, they also resulted in educational and organizational costs which should be weighed against potential benefits. (Contains 2 tables and 4 footnotes.)
&quot;Fear of Stigmatisation&quot;: Black Canadian Youths' Reactions to the Implementation of a Black-Focused School in Toronto
Author: Gordon, Megan K.
Date: 2012-03-26
Type: Journal Articles
Subjects: Blacks,Focus Groups,Boards of Education,School Districts,Educational Attitudes,Student Attitudes,School Segregation,Participant Characteristics,Educational History,Low Achievement,Youth

The black-focused school introduced by the Toronto District School Board (TDSB) in 2009 has been controversial since the community consultations were conducted. Although media representations and Dei (1996, 2006) provide insight into what Torontonians' reactions are to the proposed black-focused school, the reactions of black youth in the Greater Toronto Area (GTA) have not been documented. We address that gap by providing a representation of black youths' voices obtained via focus groups. Black youth from the GTA voiced their agreement with elements of the proposal, but resisted the idea of implementing the proposal by creating a separate school. These findings pose important implications for those in education fields, the TDSB and the black-focused school proponents. (Contains 1 table and 2 footnotes.)
A Critical Analysis of Self-Governance Agreements Addressing First-Nations Control of Education in Canada
Author: Fallon, Gerald
Date: 2012-04-11
Type: Journal Articles
Subjects: Criticism,Foreign Countries,Canada Natives,Governance,Tribal Sovereignty,Self Determination,Tribally Controlled Education,Community Control

This paper reviews the meaning and content of various First-Nation self-government discourses that have emerged over the last 40 years. Based on a detailed thematic analysis of policy papers, reports, and self-governance agreements on this issue of First-Nations control of education, this paper presents a coherent and defensible understanding of the current state of First-Nations rights to control education while mapping institutional arrangements or internal principles of organization for self-determination that have emerged over time in discourse on First-Nations rights and education in Canada. (Contains 1 table and 11 footnotes.)
Change Forces: Implementing Change in a Secondary School for the Common Good
Author: Melville, Wayne
Date: 2012-05-18
Type: Journal Articles
Subjects: Principals,Secondary Education,Secondary Schools,Educational Change,Change Agents,Secondary School Teachers,Teacher Administrator Relationship,Faculty Development,Department Heads,School Administration,Administrator Role,Participative Decision Making,Instructional Leadership,Sharing Behavior,Organizational Climate

In this article, we investigate the change forces that act on administrators, subject department chairpersons and teachers as they seek to implement a change in a Canadian secondary school. Using a case study methodology, our analysis of the data uses Sergiovanni's (1998) six change forces: bureaucratic, personal, market, professional, cultural, and democratic forces. Our interpretation supports the importance of the principal and administrators, working together with teachers, in implementing change. The analysis points to the chairperson of subject departments having a crucial, but often overlooked, role in the implementation of change. Three key co-requisites that allow chairpersons to play this critical role are: the existence of a school-level democratic commitment to the common good that guides the work of professional learning; the location of professional learning within departments to operationalise the common good; and, the capacity of the chairperson to fulfil their role as an instructional leader in the fullest sense of the term.
Understanding and Teaching Generation Y
Author: Reilly, Peter
Date: 2012-00-00
Type: Journal Articles
Subjects: Video Technology,Second Language Learning,Information Technology,English (Second Language),Teaching Methods,Age Groups,English Language Learners

English teaching professionals working with children in primary school, adolescents in secondary school, or adults at university know that learners nowadays think and behave differently than those from previous generations. These students were born into a world of information technology; they prefer to multitask rather than focus on one thing at a time, and they can be more attracted to the ideas of a peer or a web video than what their teachers have to offer. This generation has been given different names, including Net Gen, the Millennials, and Generation Y (Gen Y). Because Gen Y's members are young, it is fair to say that most English as a Second/Foreign Language (ESL/EFL) learners belong to this cohort, making it worthy of teachers' attention and understanding. While Gen Y receives substantial attention in the professional literature of many fields, this is not true of ELT journals. This lack of attention is unfortunate because most English language learners are Gen Yers. This article addresses this gap by informing ELT professionals about the nature of Gen Y and presenting a few teaching strategies designed to engage this generation in the English classroom.
Using Original Video and Sound Effects to Teach English
Author: Yassaei, Shahla
Date: 2012-00-00
Type: Journal Articles
Subjects: Video Technology,Student Evaluation,Language of Instruction,English Teachers,Language Skills,English Instruction,Media Literacy,Production Techniques,English (Second Language),Second Language Learning

Creating specific lessons for different language skills is challenging and time consuming for English teachers, but it is definitely worth the effort. In the author's experience, teaching language skills through mechanical exercises and traditional fill-in-the-blank, true/false, and multiple-choice assessments does not interest students as much as teachers expect. This fact inspired the author to consider lively, interesting, and meaningful contexts and materials. Although the mechanical exercises and supplementary materials in resource books are useful--and she uses a variety of them herself--they do not energize her students. But when she goes creative, especially when teaching grammar, in a way students do not expect, she can clearly see the difference. This article suggests a motivating way to teach grammar with audiovisual techniques, with an example of a lesson on teaching modals of speculation that express degrees of certainty (e.g., "may," "might," "could," "couldn't").
A Call to Service
Author: Ancker, William P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,English (Second Language),Interviews,Comparative Analysis

In this article, the author reminisces the time he went to Georgetown University to interview Dr. James Alatis and compares the career of Dr. Alatis with his own. The first comparison is that Dr. Alatis and the author both have taught in their home country, the United States, and in other countries. Second, Dr. Alatis and the author are both bilingual. Third, Dr. Alatis and the author have both held administrative positions. Fourth, and the most important parallel to the author now, is professional service. Throughout his career in English language teaching, the author has worked with many professional organizations to hold national Teachers of English to Speakers of Other Languages (TESOL) conferences and to provide teacher training, but until recently, he never actually served. About four years ago, a group of like-minded colleagues in New Mexico formed a professional TESOL association in New Mexico. Finally, for the first time in his career, the author volunteered to provide service. He encourages readers of &quot;English Teaching Forum&quot; to get involved in professional service.
The Psychic Rewards of Teaching: An Interview with James E. Alatis
Author: Ancker, William P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Recognition (Achievement),Bilingual Education,Rewards,Professional Services,Greek,English (Second Language),Interviews,Foreign Countries,Linguistics

James E. Alatis has a distinguished career in Foreign Language teaching and Bilingual Education that spans 50 years. Early in his career he served as a language researcher for the U.S. Departments of Education and State. At Georgetown University in Washington, District of Columbia (DC), he has been a professor of linguistics and Modern Greek since 1966 and was dean of the School of Languages and Linguistics from 1973 to 1994. His record of professional service is outstanding; he has served numerous national and international organizations in management and advisory positions. For 21 years, Dr. Alatis was the executive director of the international association Teachers of English to Speakers of Other Languages (TESOL). During his tenure, TESOL grew from 337 members in its first year (1966) to over 12,000 in 1987. Dr. Alatis has also been chair of the annual Georgetown University Round Table on Languages and Linguistics. He has published dozens of articles in scholarly journals, written and edited numerous books, and delivered hundreds of presentations at conferences around the world. When TESOL created an annual award to recognize outstanding and extended professional service, it was named the James E. Alatis Award in honor of his years of vision and leadership. TESOL also established the James E. Alatis Plenary Session at its annual convention. In this interview, Dr. Alatis talks about his career and shares his personal vision of the future of the English teaching profession. (Contains 4 notes.) [This interview was first published in Volume 42, No. 2 (2004).]
The Conversation Class
Author: Jackson, Acy L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Conversational Language Courses,Learning Processes,English,English (Second Language),Second Language Learning,Classroom Techniques,Second Language Instruction,Adults,Indo European Languages,Extracurricular Activities

The conversation class occupies a unique place in the process of learning English as a second or foreign language. From the author's own experience in conducting special conversation classes with Persian-speaking adults, he has drawn up a number of simple but important guidelines, some of which he hopes may provide helpful suggestions for the teacher of English who conducts "conversation" sessions as part of the regular classroom procedure or as an extra-curricular activity. The author also suggests some topics for conversation and shares some examples of activities he has used successfully with his conversation classes. [This article was first published in Volume 7, No. 1 (1969).]
Destroying the Teacher: The Need for Learner-Centered Teaching
Author: McLean, Alan C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Rote Learning,Language Teachers,Cognitive Development,English (Second Language),Teaching Methods

Too often, in discussing the teaching of English, language teachers behave as if language were the most important factor in the classroom. The author thinks this is seldom the case. Language teachers need to see English as essentially an educative subject, linked to the cognitive development of learners, rather than as something isolated from the rest of the curriculum. Unfortunately, in many classrooms throughout the world, little true education takes place. Instead, there is rote learning of material irrelevant to the learners' interests. Language teachers need to be aware of the educational potential of English in such circumstances. To fully realize this potential they need to look outside the confines of English language teaching itself. There is now a considerable body of work that focuses on the conditions under which children learn most effectively. This work relates both to the internal processes involved in apprehending and storing information and to the most favorable conditions for the operation of these processes. In this article, the author considers the relevance of this work to the teaching of English. He deals with it under five main headings: (1) reduction of coercion; (2) active learner involvement; (3) experience before interpretation; (4) avoidance of oversimplification; and (5) the value of silence. [This article was first published in Volume 18, No. 3 (1980).]
Ten Characteristics of a Good Teacher
Author: Miller, Patricia
Date: 2012-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Teacher Effectiveness,Teacher Characteristics,Teaching Skills,Knowledge Base for Teaching,Pedagogical Content Knowledge,Teacher Attitudes,Creativity,Humor,Teacher Student Relationship

There is a line in Saint-Exupery's "The Little Prince" that applies to any endeavor, but especially teaching. It reads: "That which is essential cannot be seen with the eye. Only with the heart can one know it rightly." The essence of teaching is difficult to qualify, but that line leads directly into the author's most essential criterion. In this article, the author discusses ten characteristics of a good teacher which can be separated into four areas: (1) affective characteristics; (2) skills; (3) classroom management techniques; and (4) academic knowledge. (Contains 1 footnote.) [This article was first published in Volume 25, No. 1 (1987).]
Inclusive Education Reform in Primary Schools of Bangladesh: Leadership Challenges and Possible Strategies to Address the Challenges
Author: Mullick, Jahirul
Date: 2012-00-00
Type: Journal Articles
Subjects: Inclusion,Mainstreaming,Elementary Schools,Leadership Responsibility,Developing Nations,Educational Policy,Educational Change,Foreign Countries,Physical Environment,Professional Development,Barriers,Interviews,Teachers,Principals,Administrators,Thematic Approach,Power Structure,Governance,Teacher Attitudes,Student Attitudes,Parent Attitudes,Resistance to Change,Educational Environment,Cultural Pluralism,Student Diversity,Student Needs

Inclusive education (IE) is at an early stage of development in Bangladesh. In response to international policies and declarations over the past two decades (UNESCO, 1990; UNSCO, 1994, UNESCO, 2000) IE reform in Bangladesh has enacted a number of national policies and developed several professional development initiatives. This paper reports on the challenges identified by school leaders in attempting to implement IE policies in ten regular primary schools in Bangladesh. Interview data were collected from teachers, head teachers, members of school management committees and sub-district education officers. Data were analyzed using a general inductive thematic analysis procedure. The challenges identified by the participants included lack of authority, students' lack of acceptance, non-supportive views of parents and community, teachers' resistance, limited professional development, limited resources, and physical environment. School leaders also suggested strategies to address the identified challenges that included making local authority active, increasing resources and valuing diversity.
Pedagogical Authority and Pedagogical Love--Connected or Incompatible?
Author: Maatta, Kaarina
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Characteristics,Classroom Environment,Instruction,Caring,Power Structure,Teacher Student Relationship,Models

The core questions in the modern school are: What is a good teacher like? And, how do we educate good teachers? Different eras, theories, ideologies, and conceptions of human beings influence how people can become the best kind of teacher. The fundamental idea in this article is that pedagogical love and pedagogical authority form a salient part of teacherhood. This article discusses the strong connection between pedagogical love and authority and the learning atmosphere. As a result of the discussion, a four-dimensional model is created, which illustrates the complexity of teachers' work and the learning atmosphere in the light of pedagogical love and authority. Pedagogical tact is considered central. Finally, we will discuss good teacherhood and what it comprises, based on the presented results. Good teaching necessitates live interaction and the ability to place oneself in an interacting relationship with students, colleagues, and (increasingly) with the wider operational environment and economic life surrounding the school system. (Contains 1 figure.)
Using Great Teaching to Overcome Poverty
Author: Rosenberg, Chris
Date: 2012-00-00
Type: Journal Articles
Subjects: Standardized Tests,Academic Achievement,Best Practices,Effective Schools Research,Educational Practices,Educational Improvement,Improvement Programs,Disadvantaged,Program Descriptions,Change Strategies,Educational Change

John Muir Elementary School in San Francisco is like countless other schools in cities across the United States. The student body comprises mostly lower income, African American and Latino students who--despite being just as intelligent as their white and Asian counterparts--traditionally underachieve on many academic measures. Talented, hard-working educators tried their best to improve the standardized test scores at Muir, but for the past five years those scores remained largely flat. During the years spanning from 2005-2010, roughly 75 percent of the students in second through fifth grades scored below proficient on the California Standards Test. Despite San Francisco Unified School District's best efforts to provide additional support and funding during that time, as well as help from several community members and other well-meaning organizations, results remained the same and test scores did not significantly improve. The will to improve achievement was clearly there, but the results did not change. In this article, the author describes how he is turning around his low-performing school by focusing on literacy and classroom practice, with the help of his district.
Goal Setting to Achieve Results
Author: Newman, Rich
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Goal Orientation,Leadership,Behavioral Objectives,Educational Objectives,Transformational Leadership,Educational Improvement,Improvement Programs,Achievement Need,Best Practices,Effective Schools Research,Educational Administration

Both districts and individual schools have a very clear set of goals and skills for their students to achieve and master. In fact, except in rare cases, districts and schools develop very detailed goals they wish to pursue. In most cases, unfortunately, only the teachers and staff at a particular school or district-level office are aware of the roadmap. And yet, true transformation in schools can only happen when there is a clear target that is known and owned by those who are implementing the goal and to those who are striving to achieve it. Goal setting also provides a very important strategy for building a culture of shared leadership. One of the core challenges at every school is determining how to meet each child's needs and who at the site makes that determination. Goal setting is about sharing leadership between the principal, teachers and students in determining one of the most important aspects of school--setting the goals that determine the roadmap for increasing student achievement. Setting goals is a first step, not the last, in transforming the way teaching and learning occurs for students. Monterey Ridge Elementary in San Diego has embraced the use of goal setting across the school landscape. This school employs four different levels of goal setting--schoolwide, grade level, classroom and individual student--to ensure shared ownership of learning and results. These four levels of goal setting are powerful tools when used to connect the work of improving student achievement across the school.