ethanporcaro/eric-fulltext-meta huggingface dataset:
The Language Lessons around Us: Undergraduate English Pedagogy and Linguistic Landscape Research
Author: Chesnut, MIchael
Date: 2013-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Linguistics,Language Research,Multilingualism,English (Second Language),Second Language Learning,Signs,Foreign Countries,Second Language Instruction,Interviews,Personal Narratives,Research Projects,Student Research,Student Attitudes

This narrative article analyses three Korean undergraduate students' experiences conducting a linguistic landscape research project.  Linguistic landscape research, the study of publicly displayed language such  as billboards and other signs, is a relatively new area of scholarly interest.  However, there has been only limited study of using linguistic landscape as  pedagogy. This analysis found that, for these students, participating in this  project led to a greater awareness of the complex and contradictory  relationships between languages, and aided their development as language  learners. However, the study also found that the different perspectives of these three students and their Canadian instructor shaped how they viewed these multilingual signs, creating both tension and opportunities for learning.
Space-Centred English Language Learning: The Cyprus Case
Author: Kurt, Mustafa
Date: 2013-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Educational Environment,Space Utilization,Second Language Instruction,Course Descriptions,Educational History,Focus Groups,Language Teachers,Teacher Attitudes,Student Attitudes,Language Usage,Adolescents,Young Adults,Homework,College Preparation,Mixed Methods Research,Structured Interviews,Semi Structured Interviews

This paper discusses a study conducted in the Ledra/Lokmaci Milieu in Cyprus, the area in the centre of the divided walled city of Nicosia where Greek and Turkish Cypriots have to use English to communicate with one another. The aim of the study was to locate the effects of a learning space on language learners, teachers and syllabus designers. Both quantitative and qualitative data analysis procedures were carried out for the interpretation of the collected data. The findings reveal that the Ledra/Lokmaci Milieu has become an open-air classroom, a learning space, for language learners who often spend time there to practise and relate what they have studied in their English classes. The results also illustrate that the Ledra/Lokmaci Milieu has influenced the structure of the local English course syllabi with inclusions of place-specific materials, tasks, activities and homework. In brief, the study uncovers the influence of a learning space on learning or/and practising English language and attests how spaces can shape English language course syllabi and foster ownership and participation in learning English. The study also verifies the significance of integrating spaces into language learning syllabi and suggests that syllabus designers consider specifying learning spaces as a design principle in the process of syllabus design.
Sensing Place: Embodiment, Sensoriality, Kinesis, and Children behind the Camera
Author: Mills, Kathy
Date: 2013-09-00
Type: Journal Articles
Subjects: Photography,Language Arts,Foreign Countries,Films,Preadolescents,Indigenous Populations,Rural Areas,Human Body,Sensory Experience,Documentaries,Grade 5,Ethnography,Teaching Methods,Motion,English Instruction

This article is a call to literacy teachers and researchers to embrace the possibility of attending more consciously to the senses in digital media production. Literacy practices do not occur only in the mind, but involve the sensoriality, embodiment, co-presence, and movement of bodies. This paper theorises the sensorial and embodied dimension of children's filmmaking about place in two communities in Australia. The films were created by pre-teen Indigenous and non-Indigenous children in Logan, Queensland, and by Indigenous teenagers at the Warralong campus of the Strelley Community School in remote Western Australia. The films were created through engagement in cross-curricular units that sensitised the students' experience of local places, gathering corporeal information through their sensing bodies as they interacted with the local ecology. The analysis highlights how the sensorial and bodily nature of literacy practice through documentary filmmaking was central to the children's formation and representation of knowledge, because knowledge and literacy practices are not only acquired through the mind, but are also reliant on embodiment, sensoriality, co-presence, and kinesics of the body in place.
London in Space and Time: Peter Ackroyd and Will Self
Author: Green, Andrew
Date: 2013-09-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Areas,Authors,English Literature,Urban Environment,Reader Text Relationship,English Instruction,Secondary Education

This paper explores the treatment of London by two authors who are profoundly influenced by the concept of the power of place and the nature of urban space. The works of Peter Ackroyd, whose writings embody, according to Onega (1997, p. 208) &quot;[a] yearning for mythical closure&quot; where London is &quot;a mystic centre of power&quot;--spiritual, trans historical and cultural--are considered alongside those of Will Self, who explores the city's psycho geography as primarily a political, economic and cultural artefact. The paper draws on original interviews undertaken by the author with Ackroyd and Self. Both authors' works are available for literary study during the 16-19 phase in the UK, and this paper explores how personal delineations of the urban environment are shaped by space and language. It goes on to consider how authors' and students' personal understandings of space and place can be used as pedagogical and theoretical lenses to &quot;read&quot; the city in the 16-19 literature classroom.
Beliefs and Responsibilities of Educational Stakeholders Concerning Student Success and Effective Principal Leadership
Author: Lapointe, Pierre
Date: 2013-07-08
Type: Journal Articles
Subjects: Beliefs,Stakeholders,Leadership Effectiveness,Principals,Economically Disadvantaged,Case Studies,Resistance to Change,Teacher Responsibility,Instructional Leadership,Foreign Countries,Leadership Role,Educational Administration,Accountability,Student Improvement

As elsewhere in Canada, the provincial educational system has adopted an accountability framework to improve student success by putting the emphasis on the rendering of accounts and production of a success plan. However, the implementation of school success plans is not always self-evident for socioeconomically disadvantaged communities. This case study highlights the difficulties experienced by a new principal in such a context. It shows the staff's resistance to change when facing the success plan. For teaching purposes, it opens the discussion about the beliefs and responsibilities of all educational stakeholders concerning student success and about effective principal leadership.
Developing Transformative Leaders to Support Everyday Antiracism Practices
Author: Briscoe, Patricia
Date: 2013-07-08
Type: Journal Articles
Subjects: Transformational Leadership,Leadership Training,Racial Discrimination,Bullying,Educational Practices,Transformative Learning,Case Method (Teaching Technique),Social Attitudes,Leadership Role,Urban Schools,Principals,Elementary Secondary Education,Learning Activities

Mr. Frank is the principal of Ridgeview School and is concerned with the increase of racially connected bullying in his school. This case illustrates the importance of transformative leadership in promoting antiracism practices. It focuses on transformative learning that supports a deep change of &quot;self.&quot; The activities are aimed at empowering educators to deconstruct self and &quot;cultures of power&quot; that affect marginalized students and prevent &quot;real&quot; antiracism practices. This supports transformative leadership theory: critical reflection of self &quot;and&quot; society to lead everyday antiracism practices in schools.
Social Justice in Schools: A Case of Conflicting Values
Author: Higginbottom, Katie
Date: 2013-07-08
Type: Reports - Descriptive
Subjects: Social Justice,Secondary Schools,Improvement Programs,Educational Improvement,Educational Administration,Student Needs,At Risk Persons,Resource Allocation,Case Method (Teaching Technique),Learning Activities,Rural Schools,Leadership Effectiveness,Principals

Cherryvale Secondary School is located in a small, rural city. Mike Randall has been the principal there for three years. Each year principals are required by the school district to devise a School Improvement Plan. In Mike&apos;s first year, he chose a social justice goal, focusing on &quot;Student Success on a Case-by-Case Basis.&quot; Mike and Cherryvale&apos;s teachers have since worked to track what each student defines as success, plan what each student needs to be successful, and monitor progress. This case highlights challenges that arise when Mike decides to reallocate resources to further support this goal by focusing on the most at-risk students.
Unmasking Vandalism: A Case of Social Justice Leadership Complexities
Author: Gill, Hartej
Date: 2013-07-08
Type: Journal Articles
Subjects: Urban Schools,School Administration,Vandalism,Leadership Effectiveness,Parent Grievances,Case Method (Teaching Technique),Principals,School Community Relationship,Social Justice,Elementary Schools,Stereotypes

Waterfront Elementary School is located in a very affluent neighbourhood in a large urban multicultural school district. The school has some diversity in terms of its student population, but the majority of the students are White and come from upper middle-class families. Ms. Courtney Williams, the principal of the school was transferred to Waterfront Elementary School five years ago due to her expertise in the area of assessment and evaluation. Since her arrival, she has been applauded by the school community and school district for her knowledge and dedication to students&apos; academic success. This case highlights the tensions, challenges, and struggles that she faces when she is confronted by upset and angry parents with regard to a vandalism incident in her school that could have far-reaching implications for her, her school, the district, and the wider community.
Poetry Writing in the Post-16 English Curriculum
Author: Xerri, Daniel
Date: 2012-09-00
Type: Journal Articles
Subjects: Poetry,Foreign Countries,College Students,Writing Skills,Creative Writing,English (Second Language),Teaching Methods,Teacher Education,Teacher Attitudes,Reading,Writing Assignments,Student Surveys,Semi Structured Interviews,Writing (Composition),Barriers

This paper examines the place of poetry writing in the post-16 English curriculum in Malta. In presenting the results of a small-scale study adopting a mixed methods approach, it explores the views of teachers, students and an influential examiner. The paper proposes that while there seems to be an appreciation of what creative writing can contribute to students' engagement with poetry, there is at the same time a fear that students may not be capable of writing poetry because of a perceived lack of skills and talent. It also concludes that teachers may resist the teaching of poetry writing, because of a lack of professional craft knowledge and pedagogical skill in this domain.
Problems of Practice: Canadian Cases in Leadership and Policy
Author: Pollock, Katina
Date: 2013-07-08
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Case Studies,Case Method (Teaching Technique),Educational Administration,Administrator Education,Leadership Training,Principals,Learning Activities

One way to support aspiring and current administrators is through the use of case study teaching (Barnes, Christensen, &amp; Hansen, 1994). Using case studies as a teaching and learning tool helps bring real-life situations into principal preparation and support programs. Case study approaches provide students with time to interrogate contemporary issues, reflect on their own practices and understandings, and debate possible responses to the issues. Using case studies as a teaching tool is not new (Llewellyn, 1930; Weaver, 1991). Over the years, they have been utilized in business, law, and education, among other disciplines. What is unique about case studies is that they can be generated to reflect the contexts in which people are currently working. This special issue focuses on case studies specifically for educational administrators and leaders in Canadian contexts. While Canadian education systems are similar to many Western countries such as the United States, England, and Australia, they also have their own unique policies, traditions, and nuances that set them apart from others. The 10 case studies showcased in this issue are intended to act as a springboard for practicing and aspiring principals to reflect upon, and work through some of the current challenges they encounter in Canadian schools.
TAR (Theatre as Representation) as a Provocative Teaching Tool in School Administration: A Dramatized Inclusive Classroom Scenario
Author: Meyer, Matthew J.
Date: 2013-07-08
Type: Reports - Descriptive
Subjects: Vignettes,Inclusion,Mainstreaming,Instructional Leadership,Theater Arts,Administrator Education,Graduate Students,Foreign Countries,Case Studies,Professional Development,Inservice Education,Drama,Middle Schools,Classroom Techniques,Teaching Methods,Case Method (Teaching Technique)

The following dramatized classroom scenario depicts a teacher struggling with the nature of an inclusive learning environment, with instructional leadership and supervision of instruction as the theoretical and practical backdrop. The purpose of this article is to demonstrate how the use of a TAR (theatre as representation) case study can be used as a provocative teaching tool by those engaged in the professional development of in-service administrators, aspiring administrators, and students enrolled in a graduate level educational administration program. In addition to the scenario's text, teaching notes in the form of discussion questions, complete with accompanying rationales, are provided.
Developing Successful Writing Teachers: Outcomes of Professional Development Exploring Teachers' Perceptions of Themselves as Writers and Writing Teachers and Their Students' Attitudes and Abilities to Write across the Curriculum
Author: Bifuh-Ambe, Elizabeth
Date: 2013-12-00
Type: Journal Articles
Subjects: Faculty Development,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Self Concept,Workshops,Portfolios (Background Materials),Writing Teachers,Writing Across the Curriculum,Cues,Writing Instruction,Revision (Written Composition),Editing,College School Cooperation,Mixed Methods Research,Surveys,Classroom Observation Techniques

Writing is a complex, recursive and difficult process that requires strategic decision-making across multiple domains (Graham, 2006;  Pritchard &amp; Honeycutt, 2006). Students are expected to use this process to communicate with a variety of audiences for a variety of purposes. Modelling and providing effective instruction is critical, especially in elementary grades, when students begin to experience difficulties in learning to write and use writing to learn content across the curriculum. Professional development can foster teachers' writing proficiency and in turn improve students' writing achievements. This mixed methods study examined elementary teachers'  attitudes towards writing, perceptions of themselves as writing teachers, their  students' attitudes towards writing and the extent to which these attitudes and perceptions improved after ten weeks of research-based professional  development. Pre- and post-workshop surveys were administered to teachers, classroom observations were conducted, and students' writing portfolios collected to examine the quality of writing over the course of one semester. Results indicate that a majority of participants had positive attitudes towards writing, felt competent teaching some domains of writing (for example, generating prompts), but not all (for example, revising and editing). Recommendations include more involvement of teachers in developing the content and design of PD workshops.
School Culture and Physical Activity: A Systematic Review
Author: Rickwood, Greg
Date: 2013-08-03
Type: Journal Articles
Subjects: Physical Activities,Literature Reviews,Student Participation,School Culture,Organizational Culture,Participant Characteristics,Institutional Characteristics,Meta Analysis,Physical Activity Level,Role Models,Physical Education Facilities,Journal Articles

This review examines literature on aspects of school culture and students&apos; physical activity participation. The following questions were addressed: (1) what aspects of school culture have been examined in relation to physical activity, (2) what is the weight of evidence concerning the relationships between school culture factors and physical activity participation, and (3) what are the areas of need in this line of research. Edgar Schein&apos;s organizational culture model offered the framework for analysis in which pertinent articles were categorized into one of three levels of school culture: (1) artifacts, (2) espoused values, and (3) underlying member assumptions. School artifacts associated with physical activity were used more frequently by students and staff when these spaces and equipment were maintained, relevant to the school context and when daily practices allowed access to these artifacts during leisure times. A secondary theme revealed the importance of school-based, adult and student role models; when both were plentiful in schools, students and staff were more active at school on a daily basis. Another key finding indicated that students in Physical Education (PE) classes that reinforced traditional, team games (i.e., basketball, volleyball) were less active than students in PE classes that incorporated culturally relevant, lifestyle, and small-sided games.
The Impact of Centralization on Local School District Governance in Canada
Author: Galway, Gerald
Date: 2013-09-18
Type: Reports - Research
Subjects: Governance,Centralization,School District Autonomy,School Districts,Foreign Countries,Policy Analysis,Educational Administration,Focus Groups,Trustees,Superintendents,Conflict of Interest,State School District Relationship,Effective Schools Research,Accountability,Institutional Characteristics,Governing Boards,Board of Education Role,Advocacy,Government Role,Leadership Styles,Politics of Education,Educational Practices,Qualitative Research

Across Canada there have been numerous recent examples of incidents where the political and ideological interests of provincial governments have run counter to the mandates of school districts. In this pan-Canadian study, focus groups were conducted with school board trustees and school district superintendents to examine the relationships between districts and provincial governments. Preliminary data suggest that the significance of the school district apparatus in Canada has diminished as provincial governments have enacted an aggressive centralization agenda. We theorize that in a politicized environment, the values, reward systems, and accountabilities against which school board superintendents and trustees operate are likely to differ substantively from those of politicians and bureaucrats, thereby creating a policy environment that is antagonistic to local governance.
Athenian and Shakespearean Tragedies in Oceania: Teaching Dramatic Literatures in Fiji
Author: Anae, Nicole
Date: 2013-09-00
Type: Journal Articles
Subjects: Literature,Interdisciplinary Approach,Teaching Methods,Foreign Countries,Pacific Islanders,College Students,Drama,Oral Interpretation,English (Second Language),Translation,Cultural Differences,Course Descriptions,Management Systems,Cultural Background

This paper presents a theorised classroom-based narrative discussing the author's interdisciplinary approach to the teaching of English dramatic literatures--in particular, Sophocles' &quot;Oedipus the King&quot; and Shakespeare's &quot;Macbeth&quot;--to i-Taukei, Indo-Fijian and Pacific Islander tertiary students at a South Pacific university. The discussion advocates oral interpretation as a successful approach in teaching dramatic literatures in English and discusses the utility of translations of Greek and Shakespearian plays in particular in necessarily involving these students in a proactive process of articulating cognitive and performative understandings of literature, identity and place in the geographical context nowadays expressed as &quot;Oceania&quot;.
Hiring and Supporting New Teachers Who Focus on Students' Learning
Author: Maynes, Nancy
Date: 2013-08-26
Type: Reports - Research
Subjects: Teacher Selection,Employment Interviews,Administrators,Trend Analysis,Teacher Effectiveness,Mixed Methods Research,Online Surveys,Questionnaires,Foreign Countries,Teacher Qualifications

Hiring the best teacher for a school is a high stakes venture, fraught with danger that the choice may not be productive in terms of optimizing student learning. Those charged with the task of hiring teachers may not share a common view of how to assess applicants to identify the right &quot;fit&quot; for the position. A Professional Shift Theory (&quot;pst&quot;) model was developed to conceptualize characteristics of teachers' shift toward focusing on students' learning. School administrators identify the evidence they look for in interviews to highlight &quot;pst&quot; characteristics in potential hires, and support these characteristics after hiring. This study was undertaken to help school administrators identify those characteristics that they determine to be most desirable in new teachers who are potential new hires for a board. The study found many related trends in the responses of participants, including their heavy reliance on the use of conceptual language among interviewees as evidence that these teacher applicants can deliver the named skill when they teach. It is evident in this study that administrators who hire new teachers would benefit from professional development that helps them understand ways to mentor, model, and coach new teachers, and need further professional development that would help them understand how these types of support differ.
Making Schools Safe and Inclusive: Gay-Straight Alliances and School Climate in Ontario
Author: Kitchen, Julian
Date: 2013-10-19
Type: Reports - Research
Subjects: School Safety,Foreign Countries,Inclusion,School Surveys,Teacher Surveys,Educational Environment,Program Effectiveness,Interviews,Counselor Attitudes,Questionnaires,Bullying,Social Attitudes,Mixed Methods Research,Sexual Orientation

Gay-straight alliances (GSAs) have become widespread in Ontario schools and, starting in 2012, all schools are required to permit students to form GSAs. While American research suggests that GSAs have a positive impact on school safety and inclusion, there is little research on the impact of GSAs in Canadian schools. This study, based on a survey of 41 educators working with GSAs, suggests that policy changes in Ontario have had a positive impact on school climate for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students and that GSAs contribute to the development of safer and more inclusive schools.