ethanporcaro/eric-fulltext-meta huggingface dataset:
Text Structures, Readings, and Retellings: An Exploration of Two Texts
Author: Martens, Prisca
Date: 2007-00-00
Type: Journal Articles
Subjects: Children,Grade 2,Reading Strategies,Cues,Reader Text Relationship,Context Effect,Story Grammar,Phonics,Text Structure,Familiarity,Miscue Analysis,Scores

The purpose of this study is to explore the relationship between children's use of reading strategies and language cues while reading and their comprehension after reading two texts: &quot;Cherries and Cherry Pits&quot; (Williams, 1986) and &quot;There's Something in My Attic&quot; (Mayer, 1988). The data were drawn from a larger study of the reading strategies of 110 urban second graders. Children read and retold an unfamiliar challenging text to a researcher. The texts were analyzed in several ways, including Walsh's (2000) framework for narrative texts. The children's readings were analyzed using the Classroom Procedure for miscue analysis (Goodman et al., 2005). The retellings were analyzed for cohesiveness, organization, and content following Morrow's (2001) retelling protocol. Though the number of readers for each text is small, the data show that familiarity with the structure of a text impacts readers' meaning making both &quot;during&quot; and &quot;after&quot; reading. This suggests that text structure needs to be considered when assessing comprehension since a resulting score may have more to do with the text than readers' abilities. (Contains 2 tables.)
Opening Doors, Hearts and Minds
Author: Foster, Andrea
Date: 2007-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Environmental Education,Experiential Learning,Nonprofit Organizations,Conferences (Gatherings),Outdoor Education,Higher Education,Training,Partnerships in Education,Urban Areas

A panel discussion, &quot;Opening Doors, Hearts and Minds,&quot; was hosted at the 2006 annual COEO conference. Four dedicated Torontonians shared how they interpret outdoor environmental education and environmental education in what they do and offered suggestions as to how their work might be integrated in diverse urban communities. Tafari Anyika is the founder of Umoja Learning Circle, a community-based African-centred school at Islington and Albion. Yuga Juma Onziga is the founder of the Environmental Centre for New Canadians (ECENECA)--a non-profit organization working to promote nature-based learning with indigenous peoples of the world. Eduardo Garay is a board member of FutureWatch--a non-profit organization devoted to providing support, training and hands-on experiential learning to build capacity and sustain community efforts. And finally, Alison Neilson is a professor of Education at OISE, University of Toronto, and Environmental Studies and Environmental Sociology at Queen's University. This article presents a summary of the panelists' rich presentations.
A Sacred Presence: Bear Encounters in Outdoor Education
Author: Norris, Julian
Date: 2007-00-00
Type: Journal Articles
Subjects: Outdoor Education,Religious Factors,Animals,Personal Narratives,Experiential Learning,Culture

There are moments in outdoor education that can only be described as magical. These are times when the wider world mirrors human stories with an uncanny synchronicity, as if choreographed by an unseen hand. Often the only thing people can really do is try and stay out of the way. In the author's own work, the footsteps moving through such magical moments have very often belonged to the bear. The author lives in the territory of the Nakoda people, where the words for "bear" translate as "the Great One," "all-knowing Grandfather," "the Great Mother"--honorific terms revealing a deep respect and reverence. Such respect is echoed in the traditional lifeways of Original Peoples around the world and throughout history. From the Paleolithic cave bear burial sites in Europe that may be the earliest archeological evidence of the human spiritual impulse, to the newly designated Great Bear Rainforest protected area in British Columbia, the bear has deeply impacted and perhaps even shaped the consciousness of every culture that has encountered her. In this article, the author shares stories of bear encounters that bring growth and healing.
Extreme(s) Makeover: Countering False Dichotomies of Literacy Education in the Australian Context
Author: Hamston, Julie
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy,Teaching Methods,Literacy Education,Teacher Effectiveness,At Risk Students,Indigenous Populations,Socioeconomic Status,English (Second Language),Phonological Awareness,Politics of Education,Cognitive Style,Adjustment (to Environment)

This paper highlights some of the enduring dichotomies that prevail in Australia regarding the most effective way to teach literacy. These contrastive positions are often used by policymakers and the media to construct the view that teachers are failing to teach literacy well. In uncovering some of the polemical positions taken on literacy education, the authors argue that rather than an either/or approach, effective literacy teaching for diverse learners involves teachers in crafting a pedagogy that embraces multiple forms of literate practice for complex texts and times. (Contains 3 tables.)
Expert Opinions on Postsecondary Outdoor Adventure Risk Management Curriculum Design: A Research Note
Author: Harper, Nevin
Date: 2007-00-00
Type: Journal Articles
Subjects: Adventure Education,Curriculum Design,Risk Management,Management Development,Postsecondary Education,Interviews,Outdoor Education,Foreign Countries

A study of outdoor adventure risk management education was conducted in the fall of 2003 following the devastating avalanche season of winter 2002-2003, which took close to 50 lives in North America. The study was guided by the desire to better understand effective risk management training of outdoor adventure leaders in postsecondary institutions. Interviews with six industry-recognized outdoor adventure experts were conducted, yielding guidelines for postsecondary curriculum design. Although specifically addressing risk management curriculum, the resulting &quot;Principles of Curriculum Design&quot; are deemed applicable to other facets of outdoor adventure education. It was not the intent of this study to identify or articulate specific curricular content, but rather to highlight the means by which postsecondary programs can most effectively prepare future outdoor adventure leaders to assess and manage risk professionals. This research note provides a brief synopsis of the study and its findings, while full results have been published in the &quot;Journal of Adventure Education and Outdoor Learning&quot; (Harper &amp; Robinson, 2005).
Outdoor Adventure Leadership at Laurentian University
Author: Little, Jim
Date: 2007-00-00
Type: Journal Articles
Subjects: Health Education,Foreign Countries,Leadership Training,Outdoor Education,Kinetics,Experiential Learning,Adventure Education,Career Development,Certification

Graduating with a Bachelor of Physical and Health Education (BPHE) degree with a specialty in Outdoor Adventure Leadership (ADVL) is a unique reality in Canada offered by Sudbury's Laurentian University. Developed over 20 years ago, the ADVL program has been one of Laurentian's six landmark Human Kinetics programs. From a scholastic perspective the ADVL students (nicknamed ADVLers) are striving to become competent leaders in the outdoors by acquiring sound theoretical knowledge, building their technical skills and participating in a wide range of enriching educational and work-related experiences, all the while hoping to develop a lucrative career after graduation. With top-notch students and a powerhouse of professors and instructors, the ADVL program is poised for international recognition in the outdoor adventure marketplace. This article provides a background of the ADVL program.
Every Plant Has a Story
Author: Foster, Allan
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Plants (Botany),Gardening,Cultural Pluralism,Student Diversity,Cultural Awareness,Teaching Methods,History

One of the author's pet projects is to demonstrate to teachers how easy it is to grow plants in the classroom. In order to create equitable schools in Ontario, teachers are mandated to honour diversity in their classrooms by celebrating a diversity of special significant days such as Ramadan, Kwansaa, Diwali and Chinese New Year. Not only does this provide students with an opportunity to learn about other cultures while sharing and celebrating their own, it is also a great way for students to learn about plants, because every significant day seems to have its own celebratory plant. Many of these plants carry a rich heritage of stories, and some are easy for students to grow on the classroom windowsill. One of the easiest plants in the world to procure and grow is the African violet. In this article, the author provides three stories with three different cultural roots that can be used to make the African violet a more engaging teaching tool and describes a long-term project that introduces its biology. (Contains 1 footnote.)
Nature Conservancy of Canada (NCC)--Manitoba Region's Environmental Education Program
Author: Shaluk, Cathy
Date: 2007-00-00
Type: Journal Articles
Subjects: Environmental Education,Elementary Secondary Education,Geology,Ecology,Foreign Countries,Sustainable Development,Nature Nurture Controversy,Wildlife

The Nature Conservancy of Canada (NCC) is excited and proud to offer its first ever in-class education programs on the Tall Grass Prairie Ecosystem. These curriculum-based programs are offered to students from Kindergarten through to Grade 12. This experience gives many students who may never have the opportunity to visit a real live prairie to feel, hear, see and appreciate the uniqueness of one of the most endangered ecosystems in North America. With the support of generous and dedicated donors, the Manitoba Region of NCC was able to create, launch and deliver the curriculum-based &quot;Prairie Studies Education Program&quot; to students in Manitoba classrooms. The in-class program consists of a vibrant presentation showing the Tall Grass Prairie in full colour photography, a hands-on activity component, a question-and-answer period, and suggested multi-disciplinary follow-up activities. The presentations are structured to the level of the students. Topics range from an introduction to prairie plants and animals and their special adaptations needed to survive, to relationships within and around their habitats. Students learn about settlement and geologic history of the region, sustainable development, and the management tools used in prairie restoration and maintenance.
COEO's Landmark Research Summary: &quot;Reconnecting Children through Outdoor Education&quot;
Author: Linney, Grant
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Facilities Design,Outdoor Education,Experiential Learning,Foreign Countries,Teaching Methods,Citizenship Education,Well Being,Environmental Education,Interdisciplinary Approach,Secondary Schools,Urban Schools,Government Role,Graduate Study

Over the past year, Andrea Foster reviewed a wide array of current and international research into the multiple, powerful and lasting outcomes produced through utilizing outdoor and experiential education (OEE) as a key learning methodology. As co-authors, Foster and Linney produced an 80-page document that reports the findings according to the Council of Outdoor Educators of Ontario's (COEO) four stated values, namely, education for curriculum and community, character, wellbeing, and environment. &quot;Reconnecting Children through Outdoor Education&quot; also highlights &quot;OEE in Action&quot; descriptions of particular programs such as secondary school interdisciplinary studies, wilderness adventure pursuits, and urban-based activities including the exploration of local neighbourhoods and school ground greening projects. The publication features a professional layout and numerous great colour photographs of students powerfully connecting with themselves, others and their natural surroundings through outdoor learning. In addition to outlining exemplary examples of government leadership in establishing and making effective use of OEE, it also provides a number of evidence-based recommendations to the Ontario government as well as to Canadian postgraduate schools. This is a landmark publication whose time has come. It is clear that OEE is needed now more than ever before. This article includes an executive summary of &quot;Reconnecting Children through Outdoor Education.&quot;
Outward Bound Giwaykiwin: Connecting to Land and Culture through Indigenous Outdoor Education
Author: Lowan, Greg
Date: 2007-00-00
Type: Journal Articles
Subjects: Outdoor Education,Foreign Countries,Indigenous Knowledge,Program Descriptions,Indigenous Populations,Canada Natives,American Indian Culture,American Indians,Referral,Social Services,Teacher Attitudes

Outward Bound Canada's (OBC) Giwaykiwin Program was founded in 1985 in response to a recognized need for programming specific to students from Indigenous backgrounds. The Giwaykiwin program aims to integrate Outward Bound (OB) and Indigenous philosophies and traditions. Giwaykiwin means "coming home" in Ojibwa and signifies the program's philosophy of creating an opportunity for students to reconnect with their Indigenous cultures and the land. Giwaykiwin participants come to OB from a variety of backgrounds. Some are referred by social service organizations, while others enroll with the support of their families or communities. Communities or organizations may also request exclusive contract courses. The author had the opportunity to work as an instructor with OBC's Giwaykiwin Program and in this article he describes his experiences. (Contains 1 figure.)
Back to Basics: Meditations on Quality vs. Quantity in Outdoor Education
Author: McMartin, Andrew
Date: 2007-00-00
Type: Journal Articles
Subjects: Adventure Education,Outdoor Education,Personal Narratives,Educational Quality,Natural Resources,Teaching Methods

In this article, the author uses his own personal experiences to illustrate how many backcountry expeditions emphasize quantity rather than quality of experience. He discusses why this is counter-productive to the goals of outdoor education in many settings, and how this leads to the gap that he often encounters between what is practiced and what is preached. From there, he suggests questions for the reader to reflect upon and different ways of knowing that have helped his own expedition experiences with students. He provides a "day in the life" itinerary to better illustrate some of his points. Concluding this article are some final reflective thoughts about the potential consequences of continuing to teach and lead expedition experiences based on quantity rather than quality.
Literacy Progress of Young Children from Poor Urban Settings: A Reading Recovery Comparison Study
Author: Burroughs-Lange, Sue
Date: 2007-00-00
Type: Journal Articles
Subjects: Phonetics,Reading Difficulties,Reading Achievement,Word Recognition,Urban Areas,Emergent Literacy,Low Income Groups,At Risk Students,Reading Programs,Foreign Countries,Early Intervention,Comparative Analysis,Disadvantaged Youth,Reading Skills,Writing Skills,Interpersonal Competence,Oral Reading,Program Effectiveness

This naturalistic inquiry evaluated the impact of early literacy intervention on children in London schools. The progress, in the 2005-06 school year, was compared for 234 of the lowest-achieving children in 42 schools serving disadvantaged urban areas. The children, aged around 6 years who received Reading Recovery in their schools, were compared with those in schools which provided them with a range of other interventions. Both groups started the year with literacy levels below that of a 5-year-old. Comparison between the groups was made for reading and writing and phonic knowledge as well as oracy, work habits, social skills, and attitudes to learning. Those children who received Reading Recovery achieved significant gains in all assessments compared with those who did not. At the end of the year the children who had received Reading Recovery had an average reading age of 6 years 7 months, in line with their chronological age. The comparison group was 14 months behind, with an average reading age of 5 years 5 months. The study also evaluated classroom literacy. A word recognition and phonic skills measure was used with all children in the sample Year 1 (age 5-6) classroom in schools with Reading Recovery (605 children) and without Reading Recovery (566 children). Children in sample classrooms, with Reading Recovery available to the lowest group, ended the year with an average reading age 4 months above that of children in comparison classrooms. (Contains 9 figures, 9 tables, and 2 footnotes.)
Response to "Back to Basics"
Author: Jacques, Doug
Date: 2007-00-00
Type: Journal Articles
Subjects: Outdoor Education,Educational Quality,Thinking Skills,Experiential Learning,Reflection,Leadership Training,Teaching Methods

In this article, the author provides a response to Andrew McMartin's article "Back to Basics: Meditations on Quality vs. Quantity in Outdoor Education." In considering quality vs. quantity in outdoor education it is still important from the author's perspective to be conscious of one's viewpoint. He has taught and run trips from a survival perspective, an Earth Education perspective, and a Native Rediscovery perspective. Although being passionate and walking the walk inspires involvement, it is also critical thinking skills, reflection, and involvement in the design and leadership of the experiences that ensure participants develop their own connections, relationships and learnings. Quality experiences well taught should reflect the complexity and diversity of the human experience. As a practitioner the author found McMartin's article on quality vs. quantity in outdoor education both reaffirming and thought provoking. Although at first the complexity of what outdoor educators might, can and should do can be daunting, the author's experience and intuition is that it is not. If outdoor educators can encourage happy and unexpected discovery (i.e., serendipity) by being prepared, knowledgeable, and applying their best judgement and wisdom, students will continue their learning on their own.
Reading Strategies Revealed in Chinese Children's Oral Reading
Author: Wu, Xiaoying
Date: 2007-00-00
Type: Journal Articles
Subjects: Reading Research,Oral Reading,Metalinguistics,Written Language,Reading Strategies,Grade 2,Cognitive Processes,Foreign Countries,Elementary School Students,Interviews,Decoding (Reading),Phonetics,Semantics,Comparative Analysis,Chinese,Syntax,Phonology

The purpose of this study was to examine the character identification strategies of Chinese children during their oral reading of a continuous text. Eighteen second graders' oral reading of a story, as well as an interview about their decoding strategies, were audiotaped and transcribed. The results generally converged with those of previous oral reading research in alphabetic languages. Children, even poor readers, consistently used information available within characters and information from context to identify unfamiliar characters. This study suggests that Chinese children as young as second grade can apply appropriate strategies to decode their logographic writing system. In the interview after reading, children were able to describe their thinking processes while decoding unfamiliar characters. Their descriptions were usually consistent with behavior observed during oral reading, which indicates a high level of metalinguistic awareness. (Contains 1 figure, 1 footnote and 6 tables.)
Headwaters: The Next Stage in High School Integrated Programming
Author: Elrick, Michael
Date: 2007-00-00
Type: Journal Articles
Subjects: High Schools,Environmental Education,High School Students,Foreign Countries,Elementary School Students,School Community Relationship,Integrated Curriculum,Interdisciplinary Approach,Outdoor Education,Sustainable Development

For 12 years, Centennial High School in Guelph has run an integrated program called the Community Environmental Leadership Program (CELP). In 1995 the program was offered at the grade 11 level. The program ran successfully in the second semester for seven years. In 2001, with the high school system being modified to fit into a four-year model, and the elimination of the environmental science and geography credits, a decision was made to move CELP to the grade 10 level. As part of the curriculum of CELP, high school students teach the three-day Earth Education Program "EARTHKEEPERS[TM]" to grade five students from the school board. This was modeled for by the Bronte Creek Integrated Project of the Halton board. In 2006, the grade 12 program "Headwaters" was initiated. In this article, the author shares the origins of the grade 12 Headwaters program and provides a brief outline of the program's curriculum and methodologies. He argues that integrated courses offer a sustainable solution for keeping outdoor and environmental education alive in school boards and provides reasons for this. (Contains 4 endnotes.)
Exploring the Influence of the ROC Integrated High School Program
Author: Caspell, Scott
Date: 2007-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Experiential Learning,Foreign Countries,Student Participation,High Schools,Outdoor Education,Interdisciplinary Approach,Program Effectiveness,Student Attitudes,Outcomes of Education,Environmental Education,Education Work Relationship,High School Students,Student Development,Teaching Methods

Stemming from the author's personal experience, numerous conversations with other educators, and information from relevant literature, it is apparent that the majority of students in Ontario have limited access to outdoor, experiential learning through the formal education system. The author believes that investigating the effects of existing outdoor, experiential programs can be instrumental in promoting more opportunities for holistic, outdoor, community-oriented learning. In this article, he presents the findings of his investigation on the influence of the Roots of Courage, Roots of Change (ROC) Integrated Curriculum Program (ICP) on participants' lives. Specifically, he interviewed 13 students who participated in the ROC Program between 1994 and 1997 to help determine what influence, if any, their involvement in the program had on their lives. This research project contributes to the call for longitudinal research to support ICPs. The research was qualitative in nature, consisting of semi-structured, non-formal phone interviews. The findings of this research indicate that the ROC Program had a varied yet relatively influential effect on the participants' lives. This research indicates that the ROC Program facilitated meaningful--and in some cases measurable--benefits and influences, as described by its participants 9-12 years after their experience in the program.
Looking at School Improvement through a Reading Recovery Lens
Author: McNaughton, Stuart
Date: 2008-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Difficulties,Foreign Countries,Educational Improvement,Reading Programs,Program Effectiveness,Reading Achievement,Acceleration (Education),Intervention

This paper considers how some features of our recent schooling improvement research in New Zealand could be thought of using a Reading Recovery lens. Three powerful Reading Recovery concepts (among many in the Reading Recovery theoretical base) are used to reflect on our research and development work to increase achievement in reading comprehension in Years 4-8. The concepts of Acceleration, Roaming Around the Known, and &quot;treatment integrity&quot; (and the related concept of Sustainability) inform the ways we can look at schooling improvement, but also through the exercise, suggestions are made for how these concepts can be elaborated and refined further in Reading Recovery. (Contains 4 figures.)