ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Mentoring in the Leadership Development of Pre-Service School Librarians
Author: Smith, Daniella L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Mentors,School Libraries,Librarians,Library Education,Graduate Students,College Graduates,Transformational Leadership,Leadership Training,Leadership Role,Mixed Methods Research

The purpose of this study was to determine how providing pre-service school librarians with mentors during their degree program impacted their level of self-perceived transformational leadership potential. The study consisted of 30 participants enrolled in a school library certification master's degree program emphasizing leadership. The findings indicated that the use of mentors had a positive impact on the leadership development of the participants. Moreover, the combination of the leadership training and the experience of having a mentor taught the participants the behaviors that are desirable in mentors and encouraged them to apply mentorship as a leadership role in their schools. (Contains 4 tables.)
Collaboratively Teaching Intellectual Freedom to Education Students
Author: Meyer, Nadean
Date: 2013-00-00
Type: Journal Articles
Subjects: Intellectual Freedom,Censorship,Books,Librarian Teacher Cooperation,Teacher Educators,Preservice Teacher Education,Adolescent Literature,Authors,Role Playing,Class Activities,Group Activities

Together an education librarian and education professor developed a series of exercises for education students about intellectual freedom and book challenges. The resources are primarily online and they progressively work from book censorship cases and concerns to handling book challenges proactively through discussions, activities, and role playing. Their work together as education librarian and reading faculty helps teacher candidates develop their proactive powers around sensitive issues in young adult literature, and encourages them to not only read widely for themselves but also for their future students. Their working relationship is also an effective model for collaboration with others in a school setting, and often leads them to other topics to explore together. In the end, however, they want more educators to understand the important role of intellectual freedom and Freedom to Read. These rights are part of their democratic heritage and important for all readers. (Contains 1 table and 3 figures.)
Widening Participation in University Learning
Author: Rissman, Barbara
Date: 2013-00-00
Type: Journal Articles
Subjects: Stakeholders,Student Attitudes,Foreign Countries,Interviews,Focus Groups,Low Income Groups,Outreach Programs,Access to Education,Delivery Systems,Partnerships in Education,College School Cooperation,Program Effectiveness,Parent Attitudes,Teacher Attitudes,Secondary School Students,Developmental Studies Programs,College Preparation,Transitional Programs

This paper reports how one Australian university and the Queensland Department of Education and Training (DET) are working together to increase the number of school students from low socio-economic backgrounds enrolling in undergraduate university degrees. This innovative program involves university lecturers and school teachers working together in the delivery and assessment of four Bachelor of Education units (or subjects) to a cohort of Year eleven and twelve students at a secondary school. Focus group interviews collected data from 26 students, 7 parents, 4 school and 3 university staff to assess the effectiveness of the program. All stakeholders viewed the program as a highly valuable opportunity to experience university learning with 31 high school graduating students being made offers to enter full-time university in the 2010 and 2011. This positive result has particular significance in the current drive in Australia and elsewhere to increase the participation in higher education of young people from under-represented groups. (Contains 3 tables.)
Indigenous Studies and the Politics of Language
Author: McGloin, Colleen
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Usage,Change,Time,Indigenous Populations,History,Political Attitudes,Language Role,Sociolinguistics,Politics of Education,Cultural Context,Language Attitudes,Social Influences,Indigenous Knowledge,Power Structure,World Views,Academic Discourse,Anxiety,Cultural Awareness,Interpersonal Competence,Naming,Labeling (of Persons),Speech Communication,Attitudes,Differences

Language use changes over time. In Indigenous contexts, language alters to suit the shifting nature of cultural expression as this might fit with Indigenous peoples' preference or as a consequence of changes to outdated and colonial modes of expression. For students studying in the discipline of Indigenous Studies, learning to use appropriate terminology in written and oral expression can be a source of anxiety. In this paper, we consider how providing insight into the political nature of language can help students to be mindful and to understand that systems of naming have a political impact on those being named and those doing the naming. This paper reflects the views and experiences of teaching staff at the Indigenous Studies Unit (ISU) in the Faculty of Arts at the University of Wollongong. It comes from our teaching experience, and from discussions with staff and students over the past few years that have conveyed to us a continuing anxiety about language use. (Contains 7 footnotes.)
Academic Writing at the Graduate Level: Improving the Curriculum through Faculty Collaboration
Author: Bair, Mary A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Masters Degrees,Education,Graduate Students,Academic Discourse,Writing Difficulties,Student Attitudes,Theory Practice Relationship,Curriculum Development,College Faculty,College Students,Surveys,Research Utilization,Teacher Education,Research Skills,Critical Thinking,Thinking Skills,Synthesis,Research,Low Achievement,Independent Study

This article describes a collaborative self-study undertaken to identify the source of academic writing difficulties among graduate students and find ways to address them. Ten faculty members in a college of education came together to define the problem and to analyze data gleaned from faculty and student surveys, course documents, course assignments, and course assessments. We found discrepancies between faculty and student perceptions about graduate preparation for academic writing and between the espoused and enacted curriculum. Both faculty and students identified problems associated with synthesizing theory and research. We discuss the need for teacher-scholars in today's educational environment, the challenges facing curriculum improvement, and several program-specific measures being undertaken to address identified gaps in academic writing and critical thinking.
Conceptions of Good Teaching by Good Teachers: Case Studies from an Australian University
Author: Duarte, Fernanda P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Constructivism (Learning),Business Administration Education,Qualitative Research,College Faculty,Teacher Attitudes,Teaching Methods,Experiential Learning,Reflective Teaching,Lifelong Learning

This paper contributes to the debate on what constitutes good teaching in early 21st Century higher education, through an examination of the experience of five outstanding lecturers from a business school in an Australian university. It is based on a qualitative study that explored their perceptions on what constitutes &quot;good teaching&quot;. Resonating with existing research on good teaching practice, the findings suggest that good teachers tend to embrace constructivist principles, and are committed to facilitating learning that is deep, engaged, experientially-based, empowering, reflective, and life-long. The real-life examples of good teaching practice provided by the participants are a valuable resource to higher education teachers, in particular those beginning their careers. (Contains 1 footnote.)
Face to Facebook: Social Media and the Learning and Teaching Potential of Symmetrical, Synchronous Communication
Author: VanDoorn, George
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Web 2.0 Technologies,Social Networks,Internet,Computer Mediated Communication,Synchronous Communication,Student Attitudes,Technology Uses in Education,Handheld Devices,Instructional Effectiveness,Teacher Response,Time,Teacher Student Relationship,Expectation,Faculty Workload

Social networking offers teachers and learners exciting opportunities to communicate. Web 2.0 and its synchronous communications platforms provide new avenues for teachers to deliver curriculum and facilitate learning. Further, they provide new avenues for students to engage and intensify their own learning. Being able to chat in real-time with a teacher, usually via face-to-face discussions, is something that many students studying in on-campus (or day) mode take for granted, and is something that distance or off-campus students are generally unable to experience. In the evolving, flexible-learning tertiary environment, viable and effective computer mediated communication (CMC) alternatives to face-to-face teaching need to be explored. These alternatives will only work if they prove useful to students. This article considers student reactions to social media as a teaching tool, probing its benefits and limitations. Over the course of a semester, third year on- and off-campus students communicated with an academic, outside lecture times, via the social networking site facebook[R]. Students were allowed to ask any questions they had that related to the unit. At the end of the semester students were provided with a 10-item questionnaire asking them to evaluate their experience. This study looked at a specific aspect of social networking--synchronous text-based chat--and the students' perceptions of its usefulness for their learning.
Encouraging and Evaluating Class Participation
Author: Czekanski, Kathleen E.
Date: 2013-00-00
Type: Information Analyses
Subjects: Higher Education,Student Participation,Group Discussion,Classroom Communication,Classroom Environment,Student Responsibility,Course Descriptions,Teacher Expectations of Students,Student Evaluation,Grades (Scholastic),Context Effect

Many faculty interpret student responses to faculty questions as evidence of an actively engaged classroom. Because of this conviction, class participation, whether graded or ungraded, appears in many course syllabi in colleges and universities and is often promoted as the responsibility of students to contribute to the learning environment. Class participation provides faculty with some confidence that learning is taking place during a course and that students are reading assignments. While faculty may debate that attendance should not be used as a stand-in for class participation, this may not be a universally held belief or practice. Some faculty create rubrics which structure student participation and often delineate the tasks students should perform. Rubrics often list points, percents, and scales indicating levels of performance. This scoping review of the literature identifies themes encouraging and grading class participation and provides examples to increase class participation. (Contains 1 table.)
Design Students Perspectives on Assessment Rubric in Studio-Based Learning
Author: Eshun, Eric F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Graphic Arts,Studio Art,Student Evaluation,Peer Evaluation,Undergraduate Students,Student Attitudes,Scoring Rubrics,Evaluation Criteria,Foreign Countries

This study examined students' perspectives on the use of assessment criteria and rubrics in graphic design studio at Kwame Nkrumah University of Science and Technology, Ghana. This assessment strategy was introduced with the desire to improve students' participation and involvement in studio-based learning programme. At the end of the semester, a questionnaire was used to gather responses from a sample of 108 students about their opinions on the use of assessment rubric. Analyses of the data collected demonstrate that students were generally positive about the use of rubric in the peer assessment process. Descriptive statistics showed that 86% of the students agreed that assessment criteria helped them in their learning; they found the peer assessment process as a valuable learning experience and 46% contended that they needed training in the use of assessment rubric. The results further suggest 89% of the respondents agreed that the use of assessment rubric enabled them to socially interact. The conclusion drawn from the evidence is that using assessment rubric directed learning activities and can have positive implications for the learning experience in studio-based learning. (Contains 4 tables.)
&quot;Laying Bare of Questions Which Have Been Hidden by Answers&quot;: The English Language Arts Standards of the Common Core, K-5
Author: Gangi, Jane M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Standardized Tests,Test Validity,Comparative Education,Elementary Education,Academic Standards,State Standards,Test Bias,Critical Literacy,Learning Theories,Information Processing,Prior Learning,Developmentally Appropriate Practices,Grade 3

The authors question the answer the national Common Core State Standards (CCSS, 2010) claims. The questions center on the validity of the new standardized tests based on the CCSS and teachers' evaluations being tied to student test scores on flawed tests. The proposed tests on the CCSS will position children as deficient, and will not recognize the Funds of Knowledge children and their families bring to the educational transaction. The developers of the proposed new tests seem particularly uninformed on much research of how children learn new vocabulary. The authors question the literary theory (New Criticism) and learning theory (information processing) that undergird the CCSS, which exclude theories and research (transactional theory, critical literacy, Funds of Knowledge, arts-based research) that could be beneficial, especially to children of color and the poor. The authors question the validity of dictating percentages of informational and literary texts, and the lack of emphasis on the emotional lives of children (the word &quot;analysis&quot; appears 94 times in the CCSS). They question whether the CCSS are truly internationally benchmarked when children are not biologically nor developmentally capable of some of the demands in the early grades, and impose standards not shared by Finland and China that may make American students less competitive, not more.
Integrating the Digital Literacies into an After-School Program: A Structural Analysis of Teachers' Lessons
Author: Gormley, Kathleen
Date: 2013-00-00
Type: Journal Articles
Subjects: Literacy Education,Computer Literacy,Media Literacy,Electronic Publishing,Reading Difficulties,Integrated Curriculum,After School Programs,Elementary School Students,Grade 2,Grade 3,Grade 4,Grade 5,School Activities,Internet,Reading Fluency,Reading Instruction

The structure of lessons where teachers integrated the digital literacies is examined here. Twelve graduate teachers participating in an after-school practica were observed over a six-week period. This manuscript identifies the structure of their lessons and describes the kinds of digital literacies children learned when completing them. Teachers used the digital literacies to develop children's oral reading fluency, help them compose multimedia texts, and provide them extended time to read and write on the web. Our observations suggest that children, even those with difficulties learning to read and write, became engaged in learning when they have opportunities to read and write with the digital literacies. We explain that the digital literacies can be successfully integrated into lessons designed to help struggling learners in after-school programs, and the lessons examined here offer examples of how this can be accomplished. (Contains 5 figures.)
Reader Identity and the Common Core: Agency and Identity in Leveled Reading
Author: Abodeeb-Gentile, Theresa
Date: 2013-00-00
Type: Journal Articles
Subjects: Literacy Education,Grade 4,Vignettes,Classroom Environment,Social Environment,Reading Difficulties,Self Concept,Identification (Psychology),Resistance (Psychology),Reading Material Selection,Difficulty Level,Conflict

This article moves beyond the common core and leveled literacy instruction to demonstrate how diverse learners in one fourth grade classroom, challenged teacher authority in an effort to position themselves as capable readers. In doing so, they implored the teachers to consider the social context of reading as an essential component to the ways in which we offer readers opportunities to grow. Readers' identities, were both limited by and grew out of the opportunities pertaining to leveled reading that were made available within the classroom. The vignettes examined contain implications for how a student's sense of agency and reader identity impacts who they are as readers and how they are viewed within the culture of the classroom.
What Is Not Covered by the Standards: How to Support Emergent Literacy in Preschool Classrooms
Author: Nitecki, Elena
Date: 2013-00-00
Type: Journal Articles
Subjects: Language Acquisition,Emergent Literacy,Play,Coaching (Performance),Academic Standards,Developmentally Appropriate Practices,Classroom Observation Techniques,Class Activities,Classroom Techniques,Teaching Methods,Alignment (Education),Teaching Skills

With our expertise and experiences in teaching language development and early literacy instruction courses at a teacher education college, we argue that it is imperative to find ways to integrate learning standards with developmentally appropriate play-based methods. We examined what literacy coach candidates found in their classroom observations to reveal a tension between developmentally appropriate literacy instruction and addressing conventional literacy skills. We suggest, as do the New York State P-12 Common Core Learning Standards for English Language Arts &amp; Literacy (2011), using developmentally appropriate instruction, such as play-based activities in preschool classrooms, to support emergent literacy.
Using Research to Make Sensible Literacy Decisions within Current Educational Initiatives
Author: Goatley, Virginia J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Literacy Education,Educational Policy,Reading Research,Theory Practice Relationship,Program Implementation,Program Evaluation,Formative Evaluation,Alignment (Education),Academic Standards,State Standards,Expertise,Teaching Methods,Teacher Education,Degree Requirements,Politics of Education

This article argues that literacy educators must take time to advocate for research-informed instructional responses in this age of Common Core State Standards and Race to the Top mandates. To that end, it offers four key ideas regarding: (a) what we know about instruction, (b) the need for long-term, continuously revised planning, (c) literacy in our growing technological world, and (d) the nature and origins of literacy teacher expertise. It describes how literacy theory and research connect to the new initiatives, raises concerns about responses that do not reflect literacy scholarship, suggests how to proceed to find the most effective ways to address new mandates, and offers numerous references and resources to assist in the implementation of these new initiatives.
Narrative Plus: Designing and Implementing the Common Core State Standards with the Gift Essay
Author: Chandler-Olcott, Kelly
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Achievement,State Standards,Writing Instruction,Grade 9,Urban Schools,Literary Genres,Essays,Personal Narratives,Persuasive Discourse,Team Teaching,Writing Processes

The authors of this article describe their inquiry into implementation of the writing-focused Common Core State Standards in a co-taught English 9 class in an urban school. They describe instructional moves designed to increase student success with an assignment called the Gift Essay, with particular focus on planning and other organizational strategies, use of exemplars, and social interactions of varying kinds. Examples of student work and classroom materials to scaffold high-quality writing are provided. The article concludes with a call for interpreters of the CCSS to embrace a broad conceptualization of genre without stigmatizing personal narrative or insisting on genre purity. (Contains 6 figures.)
The Common Core, English Learners, and Morphology 101: Unpacking LS.4 for ELLs
Author: Hickey, Pamela J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Literacy Education,Teaching Methods,Second Language Learning,Bilingualism,Bilingual Students,Morphology (Languages),Standards,Educational Objectives,English (Second Language),English Language Learners,Morphemes,Second Language Instruction

The Common Core Learning Standards set forth learning goals for all students, including English learners, but this document does not provide information on effective literacy instruction for English learners or unpack the specific resources and challenges that bilingual students bring to the classroom. Language Standard 4 addresses morphological development across grade levels, a focus that holds particular advantages and issues for second language learners. In this article, we provide an overview of morphology as it is addressed through the CCLS, identify the issues around the development of morphological awareness in English for second language learners, and share effective instructional practices and resources for appropriately supporting the morphological development of bilingual students. (Contains 4 tables.)
Navigating the Boundaries of the Scholarship of Engagement at a Regional Comprehensive University
Author: Cruz, Laura
Date: 2013-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Role,Scholarship,Research,Praxis,Synthesis,Interdisciplinary Approach,Writing for Publication,Knowledge Management,Instruction,Learning Processes,Feedback (Response),Faculty Workload,Noninstructional Responsibility,Faculty College Relationship

This study analyzes the translation of the Boyer scholarship model (with an emphasis on the scholarship of engagement) into departmental and college-level culture at a regional comprehensive institution. Through an analysis of promotion and tenure documents, the authors concluded that adoption of Boyer's model was a semi-radical process, characterized by unique definitional, conceptual, and logistical challenges that resulted in a diverse array of practices and approaches across the university's departments and colleges.
Pecan Research and Outreach in New Mexico: Logic Model Development and Change in Communication Paradigms
Author: Sammis, Theodore W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Strategic Planning,Agronomy,Financial Support,Models,School Community Relationship,Scientists,Training,Federal Programs,Program Evaluation,Program Effectiveness,Documentation,Technological Advancement

Universities develop strategic planning documents, and as part of that planning process, logic models are developed for specific programs within the university. This article examines the long-standing pecan program at New Mexico State University and the deficiencies and successes in the evolution of its logic model. The university's agricultural experiment station's pecan program logic model has evolved along with increased external funding, but never has developed into a complete logic model because the outcome-impact component remains incomplete. With increased assistance from the university, the pecan industry grew and became stronger and more economically viable; however, the incomplete development of a pecan program logic model has prevented development of a complete synergy. The evaluation of outcome-impact is most efficient and accurate when at least part of the evaluation is conducted with methods independent of the growers. (Contains 3 tables and 1 figure.)