ethanporcaro/eric-fulltext-meta huggingface dataset:
Classroom Management, Bullying, and Teacher Practices
Author: Allen, Kathleen P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Environment,Vocational Education,Bullying,Educational Change,Student Behavior,Classroom Techniques,Teaching Methods,Correlation,Antisocial Behavior,Inservice Teacher Education,Preservice Teacher Education

While bullying in schools has begun to receive attention, little is known about the relationship between classroom management and bullying in the classroom. The process for exploring this relationship will be a review of research and literature related to bullying in the school environment, classroom management, teacher practices, and student behavior. Research from a number of fields suggests that several variables conspire to create environments where bullying is more likely to occur. These include harsh and punitive discipline methods, lower-quality classroom instruction, disorganized classroom and school settings, and student social structures characterized by antisocial behaviors. Future directions indicate a need for preservice and in-service education on classroom management practices and student bullying. Additionally, future research should consider an investigation of the relationship between classroom management practices and student bullying, as well as further exploration of teacher bullying of students and student bullying of teachers. (Contains 2 footnotes.)
A Local Solution to a National Problem: Preparing Preservice Candidates for Urban Middle Schools
Author: Fayne, Harriet
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Partnerships in Education,School Districts,Urban Schools,Teacher Educators,Middle Schools,Higher Education,Science Education,Science Instruction,Teacher Education,Middle School Teachers,Community Colleges,Urban Education,College School Cooperation,Professional Development,Mentors

A midwestern urban school district received a Teacher Quality Enhancement (TQE) grant from the U.S. Office of Education to deliver specialized middle-level urban teacher preparation. Five colleges and universities and the school district participated in the 5-year project. This article describes the first course in the TQE "urban strand." The course was developed by a committee representing the district and higher education partners and was cotaught at the local community college by a middle school teacher and a teacher educator from a private, 4-year college. Data indicate that cross-institutional course design is viable and that collaborative efforts help teacher educators to understand the local context, stay involved, and establish a credible presence in urban schools. (Contains 3 tables.)
The Development, Implementation, and Evaluation of a Summer School for English Language Learners
Author: Hur, Jung Won
Date: 2010-00-00
Type: Journal Articles
Subjects: Writing Skills,Curriculum Development,Instructional Design,Standardized Tests,Summer Programs,Second Language Learning,Language Proficiency,Summer Schools,English (Second Language),College School Cooperation,Educational Environment,Program Effectiveness,Program Evaluation,Needs Assessment,Reading Skills,Student Improvement,English Language Learners,Formative Evaluation,Summative Evaluation,Adult Students,Elementary School Students,High School Students,Interviews,Program Development,Program Implementation

The purposes of this paper are to explain the development processes of an intensive summer program for English language learners and to discuss course improvement strategies based on the evaluation outcomes. This 60-hr partnership program between local schools and a university was developed to improve the language proficiency of increasing numbers of international students in the southeastern United States. Following a conventional instructional design model, the authors conducted needs assessments with parents and teachers and developed and implemented a one-month intensive English program emphasizing the improvement of reading and writing skills and test preparation. Formative and summative evaluations were conducted to identify areas of improvement and to examine the effectiveness of the program. This paper reports the evaluation results and discusses three areas that need to be considered to develop a quality summer English program: (a) the incorporation of standardized tests, (b) the creation of comfortable learning environments, and (c) the development of curriculum content. (Contains 5 tables.)
Strengthening Professional Development Partnerships while Bridging Classroom Management Instruction and Practice
Author: Monroe, Ann Elizabeth
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Professional Development,Classroom Techniques,Student Teachers,Student Teaching,Teacher Competencies,School Community Relationship,Partnerships in Education,Program Evaluation,Program Effectiveness,Student Participation,Cooperation,Classroom Environment

Classroom management is often noted as one of the most influential factors in determining success for first-year teachers and as the most influential factor in students' academic success (Marzano &amp; Marzano, 2003). However, according to Haycock (2006), nearly half of this country's new teachers leave the classroom within their first five years, and for many of these teachers, the struggle with classroom management is the number one reason they leave the profession (Weiner, 2002). While school systems have responsibility in the ongoing professional development of their new hires, teacher preparation programs must also examine the role they play in building the foundation upon which their graduates develop and grow. Preparing new teachers to successfully manage a classroom is one of the most important tasks of teacher education programs. A strong partnership with local schools provides student teachers the opportunity to experience the real world of teaching and can greatly strengthen this foundation. (Contains 1 table.)
Broadening Landscapes and Affirming Professional Capacity: A Metacognitive Approach to Teacher Induction
Author: Cherubini, Lorenzo
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Orientation,Metacognition,Higher Education,Teaching (Occupation),Mentors,Critical Thinking,Educational Improvement,Academic Achievement,Professional Development,Novices

The Faculty of Education at Brock University and an Ontario, Canada, self-regulatory body for the teaching profession partnered to create an innovative teacher induction project conceptualized to enable new and mentor teachers to self-affirm their professional capacities as autonomous and collaborative professionals. A distinguishing feature of the project is its focus on participants' metacognition throughout the inquiry process. Participants engaged in critical thinking and retrospective analysis with new and experienced colleagues. The resulting data confirmed that the induction model engaged participants in the broadening of their teacher landscapes and provided a heightened sense of self-affirmation.
Mentoring Relationships: Cooperating Teachers' Perspectives on Mentoring Student Interns
Author: Russell, Melody L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Cooperating Teachers,Mentors,Qualitative Research,Teacher Attitudes,Teacher Role,Expectation,Motivation,Supervisor Supervisee Relationship,Teacher Student Relationship,Student Teachers,Student Teaching,Internship Programs,Questionnaires,Demography

Cooperating teachers play a vital role in the professional development of student interns. Although they serve as mentors, most cooperating teachers do not receive comprehensive or coordinated preparation for their role as effective mentors. This article presents findings from a qualitative research study exploring the perceptions of nine cooperating teachers about mentoring student interns and identifies the salient factors impacting their mentoring relationships: (a) role of the mentor, (b) expectations for the mentoring relationship, and (c) cooperating teachers' motivation for serving as a mentor. A formal mentoring preparation program was designed for cooperating teachers and implemented at our university. The Summer Mentor Teacher Support Program (SMTSP) consisted of a two-day, 6-hr-per-day workshop, which addressed strategies for effective mentoring and building positive relationships and served as the site for data collection. A brief description of this program is provided. (Contains 1 table.)
Peer Field Placements with Preservice Teachers: Negotiating the Challenges of Professional Collaboration
Author: Gardiner, Wendy
Date: 2011-00-00
Type: Journal Articles
Subjects: Cooperating Teachers,Cooperation,Teacher Collaboration,Preservice Teachers,Placement,Accountability,Cooperative Learning,Educational Practices

Peer placements, pairing two preservice teachers with a cooperating teacher, have been shown to provide a more supportive and collaborative context for learning to teach than the traditional student-cooperating teacher, single placement model. In some cases, however, tensions existed. This qualitative study seeks to expand the extant research by identifying and analyzing the challenges 24 preservice teachers experienced in their peer placements. While virtually all preservice teachers viewed their peer placements positively, results indicate that all preservice teachers negotiated challenges that pertained to the act or perceived value of collaboration in practice. Specifically, preservice teachers' prior experiences had not prepared them for in-depth collaboration, and their tendency to view teaching as an autonomous profession that one gains entry into by "sinking or swimming" influenced their perception of the role of collaboration in professional learning. Recommendations are provided to guide the development or refinement of peer placements.
What Does Teaching for Social Justice Mean to Teacher Candidates?
Author: Lee, Young Ah
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Action Research,Young Children,Teacher Education Programs,Internet,Teacher Educators,Teacher Education,Participatory Research,Preservice Teachers,Student Teaching,Student Teacher Attitudes,Student Attrition,Educational Experience,Qualitative Research,Case Studies,Interviews

To better prepare teacher candidates to teach for social justice, teacher educators need to know students' understandings of social justice embedded in their personal histories and past and current learning experiences. Using participatory action research, this study examines how 6 early childhood (grades pre-K-3) teacher candidates understood and changed, or did not change their understandings of teaching for social justice. Using qualitative methods, this research aims to understand the complexities of interactions between the participants' identity and their conceptualization of teaching for social justice within a teacher education program. The results of this study provide early childhood teacher educators with insights and tools for encouraging social justice teaching. (Contains 2 tables and 1 footnote.)
Critically Reflective Thinking in Urban Teacher Education: A Comparative Case Study of Two Participants' Experiences as Content Area Teachers
Author: Burbank, Mary
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Preservice Teacher Education,Curriculum Development,Teacher Educators,Preservice Teachers,Investigations,Comparative Analysis,Case Studies,Reflection,Teacher Education,Action Research,Teacher Education Programs,Student Teaching,Research Projects,Student Teachers

As teacher educators, we explored the impact of a range of teaching approaches to encourage the development of critically reflective thinking (CRT) in teacher candidates. Our study, the second in a series of three investigations, examined differences in two preservice secondary teachers' responses to CRT as part of a teacher licensure program. We discuss the influence of content area conventions and views on curriculum when preservice teachers are exposed to tools that promote CRT. Our study includes data analyses of the experiences of preservice teachers' work in urban student-teaching classrooms, along with the university coursework in a teacher preparation program. Our research questions examine the perspectives of two preservice teachers and address the following: On completion of a year-long teacher preparation program focused on encouraging CRT, what are the differences between two preservice teachers in their critically reflective thinking as evidenced by their reflections on teaching? In what ways do the perspectives differ between two content area teachers? And after a first year of teaching, what are these same teachers' CRT perspectives? Our study is designed to produce usable knowledge--that is, findings that other teacher educators should consider in the design and implementation of field-based experiences and curriculum development for preservice teachers working with diverse student populations.
A Case Study of College Level Second Language Teachers' Perceptions and Implementations of Communicative Language Teaching
Author: Wong, Chiu-Yin
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Languages,Communicative Competence (Languages),Language Teachers,College Faculty,Teacher Attitudes,Second Language Instruction,Program Implementation,College Students,Teacher Role,Spanish,Teacher Administrator Relationship,Observation,Interviews,Misconceptions,Faculty Development,Teacher Education,Case Studies

Previous research studies have indicated that some educators do not advocate Communicative Language Teaching (CLT) because of their misunderstanding of the methodology. This article explores the relationship between college-level second language (L2) educators' perceptions and their implementations of CLT. The results of this study show that the majority of the participating teachers admitted that they did not understand what exactly CLT meant, but agreed that a communicative approach could facilitate students' learning. These teachers would like to insert a variety of methods in their practices regardless of the rules provided by the program coordinators. The findings also indicate that some teachers advocate for CLT because they believe it is the best way to achieve communicative competence. This study suggests the importance of partnerships between program coordinators and instructors. It also aims to yield insight regarding the design of future language teacher education. (Contains 1 table.)
Relocating Basic Writing
Author: Horner, Bruce
Date: 2011-00-00
Type: Journal Articles
Subjects: Basic Writing,Literacy,Language,English,Ideology

I frame the continuing value of basic writing as part of a long tradition in composition studies challenging dominant beliefs about literacy and language abilities, and I link basic writing to emerging--e.g."translingual"--approaches to language. I identify basic writing as vital to the field of composition in its rejection of simplistic notions of English, language, and literacy; its insistence on searching out the different in what might appear to be the same and the familiar; and its commitment to work with students consigned by dominant ideologies to the social periphery as in fact central, leading edge. These positions enable basic writing teacher-scholars to learn, and re-think, along with their students, what it can, does, and might mean to write. They thus help to maintain the intellectual, pedagogical, and ethical integrity of composition as a field committed to working and reworking language and literacy. (Contains 7 notes and 2 figures.)
Stuck in the Remedial Rut: Confronting Resistance to ESL Curriculum Reform
Author: Shapiro, Shawna
Date: 2011-00-00
Type: Journal Articles
Subjects: Remedial Programs,Curriculum Development,English for Academic Purposes,College Second Language Programs,Resistance to Change,Case Studies,Surveys,Interviews,Participant Observation

This article presents a case study of a university ESL program that was highly resistant to reform, despite substantial evidence that its curriculum and policies were ineffective. The author draws on surveys, interviews, and participant observation to show how remediation served not only as an instructional model, but as an institutional identity for the program. This remedial identity was reflected in a testing-heavy, basic skills curriculum focused primarily on lexico-grammatical issues, as well as in the program's policies for placement, tuition, and course credit. Through data-gathering and cross-departmental collaboration, the program was able to construct an alternative identity for itself--one in which its role was to support diversity, rather than to eradicate deficiency. This study adds to the growing body of scholarship on the ideological and political conditions in which basic/ESL writing is situated, and offers insights on how programs can re-envision their role within institutions. (Contains 7 notes.)
Literature Circles Go to College
Author: Levy, Ronna J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Basic Writing,Reading Instruction,Group Activities,College Students,Scaffolding (Teaching Technique),Urban Schools,Community Colleges,College Instruction,Reading Motivation,Student Empowerment,Instructional Effectiveness,Reading Writing Relationship

In basic writing classrooms and scholarship, reading too often remains invisible; neither research nor established practice provides tangible activities to support reading and connect it to writing. This article documents a search for structured, scaffolded, low-stakes reading activities, a search that moves off the college campus and into the elementary classroom where reading is more commonly taught. It is in this classroom space that Harvey Daniels's Literature Circles have evolved, and they offer a model for helping students engage in and experience reading as a process that supports and complements writing. The article posits Literature Circles, a student-centered and collaborative approach to reading used primarily in the lower grades, as a methodology that can offer college-level, basic-writing students an inventory of reading strategies for entering and navigating a text, initiating textual discussions, deepening comprehension of and connection to reading, and expanding the experience of writing. (Contains 7 notes.)
Reflecting on the Liberal Reflex: Rhetoric and the Politics of Acknowledgement in Basic Writing
Author: Pavesich, Matthew
Date: 2011-00-00
Type: Journal Articles
Subjects: Basic Writing,Rhetoric,Political Attitudes,Politics of Education,Social Justice,College Programs,Program Development,Urban Universities

In the 1990s, leading rhetoric and composition scholars criticized basic writing programs for their &quot;liberalism.&quot; Basic writing had its defenders, however, and the ensuing debate exposed deep rifts in the field. This article argues that neither side in this formative debate nor the more recent alternative models of teaching basic writing manage to escape liberal hegemony. By combining political theory with rhetoric/composition scholarship, and relying on examples from recent changes to the basic writing program at Roosevelt University, I propose an approach to basic writing that combines rhetorical pedagogy with a new politics of acknowledgement in order to simultaneously concede and resist the university's inevitable liberalism. (Contains 7 notes.)
Service-Learning and Student Diversity Outcomes: Existing Evidence and Directions for Future Research
Author: Holsapple, Matthew A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Service Learning,Student Diversity,Higher Education,Colleges,Program Effectiveness,Credibility,College Students,Outcomes of Education,Educational Research

As today's business world and society become more diverse, it is essential for colleges and universities to prepare students to work and live in that diverse world, and service-learning is one tool for that education. This study presents a critical review of 55 studies of the impact of service-learning participation on students' diversity outcomes, identifying six diversity-related outcomes that emerge from these studies. The paper also identifies five major limitations of the existing body of research, and offers suggestions for researchers to conduct and write about this research in ways that provide an empirical basis for effective service-learning practice. (Contains 2 tables.)
Place-Building Theory: A Framework for Assessing and Advancing Community Engagement in Higher Education
Author: Kimball, Michael J.
Date: 2012-00-00
Type: Journal Articles
Subjects: School Community Relationship,Universities,Social Responsibility,Social Theories,Stakeholders,Inquiry,Courses,Anthropology,College Role

Place-building theory, originally developed to assess corporate social responsibility, explains to what degree an organization values and invests in its geographical and social location. Different lines of inquiry--descriptive, evaluative, and prescriptive--elucidate how the organization values place, which in turn suggests its type, its strategies for building place, and recommendations for how it might move in a desired direction between the ends of a place-building continuum that includes four organizational prototypes--exploitive, contingent, contributive, and transformational. In this paper, we introduce place-building theory, the notion of the placekeeper (place-based stakeholder), and apply the theory to assessing a university's community engagement. We then demonstrate how a university course can use the place-building method to discover perceptions of the university's place-building role held by students, staff, administrators, faculty, and community partners as a way to engage students and other placekeepers in assessing, advancing, and critically examining community engagement in institutions of higher education. (Contains 1 note.)
Human Subjects Protection: A Source for Ethical Service-Learning Practice
Author: Wendler, Rachael
Date: 2012-00-00
Type: Journal Articles
Subjects: Ethics,Guidelines,Service Learning,Research Methodology,Informed Consent,Justice,Indigenous Knowledge,Feminism,Participatory Research,Action Research

Human subjects research ethics were developed to ensure responsible conduct when university researchers learn by interacting with community members. As service-learning students also learn by interacting with community members, a similar set of principles may strengthen the ethical practice of service-learning. This article identifies ethical concerns involved when service-learning students enter communities and draws on the Belmont Report and three research methodologies invested in responsible university interaction with underserved populations--decolonial, feminist, and participatory--to offer a set of guidelines for practicing ethical service-learning. (Contains 1 figure and 4 notes.)