ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Teachers&apos; Special and Inclusive Education Professional Development Needs in Malawi, Namibia, and Zimbabwe
Author: Chitiyo, Morgan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Inclusion,Faculty Development,Special Education,Needs Assessment,Comparative Education,Teacher Attitudes,Attitudes toward Disabilities

Many countries are embracing inclusive education. However, one of the main challenges that African countries are facing in this regard is the shortage of qualified teachers with the requisite skills to provide an appropriate education for their children with special needs. This shortage can be addressed through provision of professional development to all in-service teachers in the area of special and inclusive education. This current study was an attempt to identify professional development needs, from both general and special education teachers' perspectives, in terms of special and inclusive education in the three African countries of Malawi, Namibia, and Zimbabwe. A combination of purposive and convenience sampling procedures was used to draw participants for this study. A semi-structured survey questionnaire was administered to 629 teachers from the three countries. Both, quantitative data analysis and qualitative thematic analysis methods were used to analyze the data. Even though there were slight differences in how the participants from the three countries responded, the results suggested that overall the teachers were strongly in favor of inclusive education and professional development in all the suggested topics related to special and inclusive education. The teachers also identified several constraints to successful inclusion. Implications of these findings are discussed.
Coaching as a Professional Development Strategy for Adjunct Instructors in a Colombian University
Author: Gómez Palacio, Claudia
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Coaching (Performance),State Universities,Adjunct Faculty,Second Language Learning,Second Language Instruction,Language Teachers,Foreign Countries,Case Studies,English (Second Language),Interdisciplinary Approach,College Faculty

This article reports the results of a study in which coaching was used as a professional development strategy with five foreign language adjunct instructors at a public university in Colombia. A questionnaire, coaching sessions, interviews, and both coaches and coachees' reports were the data collection sources. Results showed that adjunct instructors consider coaching a useful professional development strategy that should be offered to all foreign language instructors. In addition, trust and genuine interest were considered determinant when administrators implement this professional development strategy, and self-leadership was crucial when foreign language instructors make decisions regarding their own professional development.
Looking Backward to Go Forward: Toward a Kliebardian Approach to Curriculum Theory
Author: Casey, Zachary A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Theories,Curriculum Research,Curriculum,Educational History,Role of Education,Social Systems,Poverty,Institutional Autonomy,Experimental Schools,Educational Innovation,Progressive Education

This paper analyzes the work of Herbert M. Kliebard, not only as a curricular historian, but also as a curricular theorist. We focus on his approach to studying the history of education and curriculum as a methodological framework for understanding the purpose of education. Next, we explore two important curricular events in the 1930s: The Eight-Year Study and the social studies textbooks of Harold Rugg. While the 1930s were markedly different from today, most notably in terms of the demographic and educational contexts of the United States, our analysis points to ways that educational scholars in the 21st century might mobilize more Kliebardian insights in their work. In both sections, we build from Kliebard's discussion to explore ways in which massive poverty and economic precarity did not lead to the federal centralization of curriculum and school policy, but rather to a range of localized and radical curricular interventions and practices. We then draw from the sense of possibility at the core of Kliebard's work to show that even in the face of seemingly commonsense responses to the growing poverty of school-aged youth, multiple opportunities for resistance remain. We conclude with future directions for curriculum theory and curriculum studies to carve out critical spaces where transgressional and transformational scholarship remain inherently possible.
EFL Teachers&apos; Perspectives on the Role of English in Two Mexican Private Universities
Author: Despagne, Colette
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Teachers,Language Role,English (Second Language),Second Language Learning,Second Language Instruction,College Faculty,Universities,Language Attitudes,Ethnography,Case Studies,Private Colleges,Foreign Countries,Teacher Role,International Education,Social Discrimination,Cultural Maintenance,Multilingualism

In Mexican higher education, the spread of English has become a tool in the internationalization process of universities. However, language has been sidelined in the discourses of globalization and internationalization. Hence, this ethnographic case study aims to look at the spread of English in Mexican higher education through two private universities. It focuses on the universities' internationalization process, and how English as a foreign language teachers perceive the role of English in this process. Findings show that while English as a foreign language teachers support linguistic ideologies that promote the spread of English as a natural and apolitical phenomenon, at the same time they also warn of ideological implications such as language hierarchies, cultural homogenization, and English linguistic discrimination.
Toward a Dialogue: Following Professional Standards on Education Achievement Testing
Author: Della-Piana, Gabriel M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Achievement Tests,Standards,Educational Assessment,Testing,Validity,Theories,Test Interpretation,Test Use

The authors describe challenges of following professional standards for educational achievement testing due to the complexity of gathering appropriate evidence to support demanding test interpretation and use. Validity evidence has been found to be low for some individual testing standards, leading to the possibility of faulty or impoverished test interpretation and use. In response to this context, measurement professionals have called for a theory of action including behavior changes of multiple agents involved in the testing process. Also, changing roles have been seen for a broad range of agents including test developers, those who influence testing, and those influenced by testing. Some of these roles are discussed and others illustrated with examples from practice. A sociocultural theory of action noted in the literature is proposed as a thematic guide to practice. The paper concludes with a call for dialogue and two research and development tasks that might advance practice.
(Re)Production of the Contemporary Elite through Higher Education: A Review of Critical Scholarship
Author: Shamash, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Social Class,Neoliberalism,Advantaged,Ideology,Intelligence,Equal Education

This article addresses how the elite class in the United States is (re)produced by and through institutions of higher education, especially the most selective institutions. Through a review of critical, interdisciplinary research on socioeconomic inequality, elitism, and higher education, this paper begins with an overview of contemporary economic inequality and a description of the &quot;new elites&quot; that benefit from this inequality. Using neoliberal ideology and meritocracy as frameworks, I then discuss how recent and current trends in higher education have allowed colleges and universities, particularly those considered most prestigious, to intensify inequality and contribute to class reproduction. Specifically, as the role of income supersedes that of inheritance in fueling inequality, outsized wealth can be much more easily claimed as fair and deserved and simply a natural byproduct of a system--supported by prestigious institutions of higher education--that rewards individual drive, intelligence, and virtue.
The Challenges and Possibilities of Youth Participatory Action Research for Teachers and Students in Public School Classrooms
Author: Buttimer, Christopher John
Date: 2018-00-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,Public School Teachers,Ethnography,Epistemology,Critical Theory,Teaching Methods,Middle School Teachers,Middle School Students,Student Participation,English,Language Arts,Secondary School Teachers,High School Students,Barriers,Art Education

This study explores the challenges and successes that two public school teachers experienced while implementing youth participatory action research (YPAR) with their students in core academic classrooms. Most academic studies of YPAR have focused on university-based researchers implementing YPAR with youth outside school settings or in special courses inside schools such as electives. Hence, the findings of existing research may not adequately predict the experiences of teachers implementing YPAR within the constraints and requirements of core academic classrooms. Using action research and ethnographic approaches including interviews, field notes, teaching artifacts from classroom observations, and reflective conversations with teachers, I found that the two teachers successfully implemented the epistemological tenets of YPAR in many ways and achieved positive outcomes. However, they were also stymied by structural issues common to core academic classrooms, such as required curricula, standardized testing, and large class sizes.
Mathematics Instruction for Secondary Students with Learning Disabilities in the Era of Tiered Instruction
Author: Freeman-Green, Shaqwana
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Students,Secondary School Mathematics,Learning Disabilities,Intervention,Mathematical Concepts,Problem Solving,Regular and Special Education Relationship,Special Education

In the era of multi-tiered system of support approach to learning, identifying mathematical interventions that have been found to be effective for students who are struggling academically is imperative. Given the divide between instructional approaches in general and special education mathematical teaching approaches, it is important to bridge the assumed gap between instructional fields that can be vastly different in teaching and learning. This article provides practitioners and other stakeholders with some guidance that can help to prevent failure in mathematics for students with and without Learning Disabilities (LD) and effectively utilize tiered interventions at the secondary level. In this connection, most favorable learning outcomes for students occur when their skills and abilities closely match the demands of the curriculum and instruction within the classroom.
Evaluation of Intensive Reading Strategies Intervention for Low-Performing Adolescents with and without Learning Disabilities
Author: Boudah, Daniel J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Strategies,Intervention,Adolescents,Learning Disabilities,Low Achievement,Secondary School Students,Grade 6,Grade 7,Grade 8,At Risk Students,Literacy,Reading Achievement,School Districts,Secondary School Teachers,Reading Instruction

National Assessment of Educational Progress (NAEP) data have indicated that many secondary students lack sufficient literacy skills, and that students who receive free/reduced lunch, students from rural settings, and students with disabilities are particularly low-performing (National Center for Education Statistics, 2015). Despite some encouraging progress in validating instructional practices to address the literacy weaknesses of younger children, many adolescents continue to fail to master reading competencies necessary to successfully respond to the demands of secondary schools, succeed in post-secondary educational settings, or compete for meaningful jobs in the workplace (Faggella-Luby &amp; Deshler, 2008; Hock &amp; Deshler, 2003; NAEP, 2015). Therefore, at-risk secondary students require comprehensive interventions to attend to literacy needs and keep them in school. This paper details the evaluation of an intensive reading strategies intervention to address the needs of low-performing adolescents with and without learning disabilities in three districts in one state. Specifically, this report describes the evaluation of one year of outcomes for students participating in Xtreme Reading classes, including significant results with regard to gains in reading performance.
A Proposed Tiered Model of Assessment in Writing Instruction: Supporting All Student-Writers
Author: Philippakos, Zoi A. Traga
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Student Writing Models,Individualized Instruction,Learning Disabilities,Writing Skills,Screening Tests,Diagnostic Tests,Progress Monitoring,Evidence Based Practice,Response to Intervention

Writing is an essential skill and outcome for academic and professional success, but the call for evidence-based practices and instructional differentiation to support all student-writers' needs has yet to be sufficiently addressed. The Common Core State Standards' Initiative resurfaced a focus on writing instruction and brought attention to reading and writing connections. Despite the efforts of policy, writing is still reported by teachers to be an instructional challenge. Further, even though there are models of Response to Intervention (RTI) for reading and mathematics, tiered support for writing instruction is not present in classrooms or it may not be systematic, sustainable, and replicable. The purpose of this paper is to suggest a model for tiered support in writing drawing from reading structures. Analogies are drawn between the two; limitations and research implications are discussed.
Students&apos; Perceptions of the Educational Value of Twitter: A Mixed-Methods Investigation
Author: Deaves, Amanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Social Media,Undergraduate Students,College Seniors,Allied Health Occupations Education,Technology Uses in Education,Educational Experience,Computer Literacy,Professional Identity,Physical Therapy,Educational Benefits

It has been suggested that Twitter can be used in healthcare education to enhance active engagement and access to information. However, there is limited information regarding students' perceptions of this platform as a pedagogical tool. This study explored the perceptions of final-year undergraduate physiotherapy students in relation to a dedicated Twitter feed that was used to support learning throughout the academic year. A mixed-methods design was utilised. A total of 33 students participating in pre- and post-surveys and two focus groups (super users and novice users) provided rich data regarding value perceptions. The results indicate that the Twitter feed was a positive addition to teaching/education and provided insights in three themes: digital literacy, educational experience and professional identity. Twitter appeared to add value to the students' educational experience via peer-assisted learning, collaboration and connectivity. Professional identity awareness can impact students' Twitter activity; therefore, consideration regarding the enhancement of self-confidence and active engagement within this platform is recommended.
Context Matters: Insight on How School-Based Factors Impact the Implementation of Response to Intervention and Achievement for Students with Learning Disabilities
Author: Lopuch, Jeremy
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Response to Intervention,Academic Achievement,At Risk Students,Special Education,Progress Monitoring,Reading Skills,Screening Tests,Reading Instruction,Learning Disabilities,Program Implementation

Response to Intervention (RTI) is a complex initiative which requires the ongoing support and communication of multiple stakeholders (e.g., teachers, administrators, support staff). The purpose of this paper is to examine RTI and direct application of the framework with public school practitioners. The paper is separated into several sections. First, critical components of the RTI framework are defined and reviewed in the existing literature. Second, the author will compare and contrast personal, anecdotal observations with the existing literature to explore gaps between research and practice in implementing schools. Finally, the author will discuss the impact of the divide on students with and at-risk for learning disabilities. Implications for practice and suggestions for future research will be discussed.
Enhance and Extend Preservice Special Educators&apos; Learning with Curricular Content Knowledge
Author: Sharp, Laurie A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Special Education Teachers,Pedagogical Content Knowledge,Inclusion,Self Contained Classrooms,Teacher Educators,Teaching Methods,Evidence Based Practice,Field Experience Programs,Courses,Cooperation,Educational Technology,Technology Uses in Education

Developing preservice special educators' understandings of curricular content knowledge in inclusive and self-contained settings is essential. The purpose of the present study was to better understand specific preparation practices teacher educators use to equip preservice special educators with curricular content knowledge. Using a survey research design, qualitative data were collected among 36 experienced teacher educators in Texas and analyzed through three levels of coding. Three themes emerged and provided a snapshot of current preparation practices. Implications for teacher educators were described, along with descriptions of innovative, evidence-based preparation practices presented in current literature that may improve preservice special educator learning.
Re-Thinking Disproportionality in Special Education as a Self-Fulfilling Prophecy
Author: Hutchison, Charles B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Special Education,Disproportionate Representation,Disabilities,Teacher Competencies,Teacher Attitudes,Cultural Influences,Teacher Education Programs,At Risk Students,Minority Group Students,Low Income Students,Test Bias

When typical pre-service teachers muse over classroom dynamics, they seldom pause to consider the fact that humanity exists in continua on several levels: their physical abilities, cognitive abilities, and culturally-enabled or -engendered abilities and &quot;disabilities.&quot; For this reason, they need guidance in order to bridge their classroom imaginations with classroom realities. Similarly, in-service teachers--their experiences notwithstanding--often need their tools of the trade (including their oft-transparent cultural spectacles or filters) sharpened and periodically recalibrated in order to be capable of registering true reality, as opposed to their culturally- or societally-induced realities. This is extremely important, because in classrooms all over the world, the lives of millions of real students depend on, and are determined by, the perceptions of teachers who often use miscalibrated instruments to determine their psychological, social, and economic futures. The world of special education is not exempted from this calamitous act. This article discusses why extra care needs to be taken to examine undiagnosed, sub-surface factors, such as culturally-engendered disabilities, that impact human performance in all of educationdom.
Educator Affect: LGBTQ in Social Studies Curriculum
Author: Block, Corrie R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Sexual Orientation,Sexual Identity,Homosexuality,Teacher Attitudes,Teacher Behavior,Beliefs,Affective Behavior,Barriers,Social Studies,Course Content,Civil Rights,Emotional Response,Middle Schools,High Schools,Secondary School Curriculum,Social Bias,Secondary School Teachers

Space has been opened to question heteronormativity and to address the assumption that each student in k-12 schools identifies as heterosexual. Is anything happening in this space? What affective behaviors, attitudes and beliefs do teachers who teach LGBTQ+ topics demonstrate? Conversely, what affective behaviors, attitudes and beliefs prevent teachers from teaching LGBTQ+ topics? These questions guided this qualitative research study. Data were collected with document analysis, interviews and measures of affect. This study measures affect by exploring the attitudes of teachers who include or do not include LGBTQ+ within social studies courses. Particular focus was given to teachers who implement course content that relates to LGBTQ+ civil rights within socio-historic contexts. For this study, educator affect means the emotions that influence whether to or not to include LGBTQ+ in middle and secondary school social studies curriculum.
Impact of an English Language Learner Course on Preservice Teachers
Author: Schneider, Elke
Date: 2019-00-00
Type: Journal Articles
Subjects: English Language Learners,Preservice Teachers,Preservice Teacher Education,Teacher Competencies,Student Needs,Student Characteristics,Legal Responsibility,Public Schools,Student Diversity,Student Attitudes,Reflection,Second Language Learning,Acculturation,Barriers,Teaching Methods,Parent Teacher Cooperation,Advocacy,Immigrants,Refugees

This article presents results of a field-based course for sophomore preservice teachers to prepare them to work effectively with English language learners (ELs). Qualitative and quantitative measures were taken to gain insight into the degree of course participants' increase of awareness about ELs' characteristics, their social and academic instructional needs, and legal background information on working with ELs in public school settings in the southeastern region of the U.S. Overall, results indicate a distinct increase of awareness in all assessed aspects for the majority of participants. Suggestions for other teacher education programs are provided to explore similar field-based training modules.
From the Ground Up: Providing Support to Emergent Bilinguals to Distinguish Language Difference from Disability
Author: Golloher, Andrea N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Bilingualism,Response to Intervention,Learning Disabilities,Faculty Development,English Language Learners,Teaching Methods,Outcomes of Education,At Risk Students,Regular and Special Education Relationship,Special Education Teachers,Teacher Education,Disproportionate Representation,Culturally Relevant Education,Teacher Collaboration,Elementary School Students

National Assessment of Educational Progress (NAEP) data reveal that students with disabilities who are emergent bilinguals (English language learners) have the lowest levels of proficiency in reading and mathematics among all student groups. We consider issues related to the instruction of emergent bilinguals, including those identified as having specific learning disabilities, using a Response to Intervention (RTI)/Multi-Tiered Systems of Support (MTSS) model. In so doing, we argue that instructional practices consistent with a robust Tier 1 framework are beneficial to emergent bilinguals with and without learning disabilities while differentiating Tier 2 and 3 interventions may improve outcomes for emergent bilingual students at risk for learning disabilities. To optimize the delivery of services to emergent bilinguals with and without learning disabilities, we propose a collaborative triad among general education, special education, and bilingual resource teachers. We consider implications for classroom practice, staffing, professional development, and educator preparation.