ethanporcaro/eric-fulltext-meta huggingface dataset:
Raising Cultural Awareness of Fifth-Grade Students through Multicultural Education: An Action Research Study
Author: Sarraj, Huda
Date: 2015-00-00
Type: Journal Articles
Subjects: Grade 5,Elementary School Students,Multicultural Education,Cultural Awareness,Consciousness Raising,Minority Groups,Social Attitudes,Whites,Racial Factors,Elementary Secondary Education,Curriculum,Action Research,Observation,Books,Childrens Literature,Comparative Analysis,Assignments,Thematic Approach,Empathy,Student Interests,Student Attitudes,Misconceptions,Bullying

For decades scholars have agreed that the United States is becoming a more racially and ethnically diverse society. It is projected that the U.S. will become a majority-minority nation for the first time in 2043. By 2060, people of color will consist of 57% of the total population. Given this trend, it is hardly surprising that this social diversification is fundamentally challenging all aspects of everyday life in the U.S. Although numerous scholars, activists, and educators cannot wait to embrace the arrival of a true multicultural world, social phenomena like discrimination, inequality, injustice, and poverty still negatively affect the aspirations of peoples of color and of multiculturalists. Furthermore, the whole social system seems to not yet be ready for such change, particularly schools, where teachers are predominantly White and the curriculum remains Eurocentric. As the discourses around multicultural education and awareness grow, several researchers raise concern about how to prepare teachers and students for this challenge. In this article, the authors first explore various conceptualizations of multiculturalism that informed their approach to multicultural education. They then address the specific cultural needs of students in the K-12 school setting. In this way, this study describes the procedure of developing and implementing a program for multicultural education. Specifically, this study details: (1) The definition of multicultural education and its association with school curriculum; (2) The theoretical framework for multicultural education; (3) Methods used in the study; and (4) Discussion and implications for future development of multicultural education programs.
David Georgi's Cal Council Presidency
Author: Georgi, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Presidents,Personal Narratives,Leadership Responsibility

When the author was asked to write a mini-memoir about his time as Cal Council president, his first thought was &quot;Now, when exactly was that?&quot; He says that pretty much summarizes the quality of his memory these days. The author's first contact with the California Council on the Education of Teachers was back in the 1970s when the California Federation of Teachers asked him to be their representative as a teacher. In this memoir the author reflects back on his presidency and time shared on the board of the California Council on the Education of Teachers (CCET).
I Would Simply Say, Keep Going
Author: LaBoskey, Vicki Kubler
Date: 2015-00-00
Type: Journal Articles
Subjects: Presidents,Teacher Education,Personal Narratives,Accountability,Social Justice,Equal Education,Conferences (Gatherings),Strategic Planning,Information Dissemination

This article describes the author's experience as President of the California Council on Teacher Education (CCTE) from 2004-2006, which began under difficult conditions due to her daughter's terminal illness. The author shares her story of how the organization supported her during this difficult time, which she feels is representative of the organization and the field of work that it embodies and champions. &quot;No Child Left Behind&quot; was in its heyday, and despite the pressure involved in the new focus on tests and preparation to meet new guidelines, CCTE continued to give priority to issues of equity and social justice, which necessarily includes attending to the whole child/person and their intellectual, social, and emotional well-being and development. Resolutions passed during her presidency are discussed. Highlights during the author's presidency include a conference when representatives from many organizations engaged in conversations that resulted in promises made for ongoing engagement, and membership and resource development advancements. The author offers encouragement to the CCTE for continued progress in greater educational equity and social justice for all children.
A Dance Class, a Drag King, &amp; the Pedagogical Possibilities of Performative Hip-Hop: An Interview with Carmen Morrison &amp; Alex U. Inn
Author: Schönfeldt-Aultman, Scott M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Dance,Popular Culture,Interviews,Identification (Psychology),Social Justice,Teaching Methods,After School Programs,Elementary School Students,Music,Movement Education,Older Adults,College Students,Personal Narratives,Self Esteem,Sexual Identity,Multicultural Education

Alex U. Inn is the co-founder and one of the two MCs of the hip-hop drag king group, Momma's Boyz. Momma's Boyz celebrated their tenth anniversary in 2014. Carmen Morrison is the offstage name of Alex U. Inn, though &quot;Carmen&quot; now goes by Alex offstage, as well. Within this interview, the names &quot;Carmen&quot; and &quot;Alex&quot; are used to suggest the fluidity of identity and to roughly distinguish activities related to (being in) drag (Alex) or out of it (Carmen). The core of the interview is rooted in exploring how Carmen/Alex employs hip-hop in varied contexts (e.g., afterschool program, performing in drag) for educational purposes, and often with underlying social justice objectives.
Our Opportunity and Challenge
Author: Flores, Juan M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Presidents,Personal Narratives,Interpersonal Relationship,Surveys,Advocacy,Value Judgment,Conferences (Gatherings),Meetings,Electronic Mail,Periodicals,Mentors,Educational Policy,Educational Research

This article discusses the author's experience as President of the California Council on Teacher Education (CCTE), beginning in the Spring of 2014. The author established a personal goal to improve the relationship with members by reaching out and hearing their concerns. A membership survey was created and administered to members, delegates, and past conference attendees. The aim of the survey was to evaluate the strategic goals of the organization, the programs and services that are offered to the CCTE membership, and to indicate other programs, services, and initiatives the CCTE should undertake. Findings from the survey indicate the highest rated values to CCTE members are the following: (1) Email communications regarding issues and initiatives; (2) The CCTE-sponsored professional journals--&quot;Issues in Teacher Education&quot; and &quot;Teacher Education Quarterly&quot;--are seen as cutting edge research and a means of professional development; and (3) Mentoring of new members and graduate students. CCTE membership survey findings suggest that the organization needs to undertake more advocacy work on behalf of education in general and in response to the increasingly difficult educational environment. The field of education is at a significant crossroads with many different organizations proposing a variety of initiatives--some promising and others counterproductive. The California Council on Teacher Education can play an important advocacy role at this historical time.
No Preschooler Left Behind: The Need for High Quality Early Intervention for Children Born into Poverty
Author: Schippers, Vicky
Date: 2014-00-00
Type: Journal Articles
Subjects: Preschool Children,Early Intervention,Poverty,Educational Quality,Disadvantaged Environment,Disadvantaged Youth,Educational Finance

It is a sad fact that children born into poverty are far less likely to perform well in school and to finish school. Their inadequate schooling then negatively affects their degree of economic success at a large cost to society. The author--a professional tutor for underachieving students at PS 8 and Brooklyn High School for Leadership and Community Service, in Brooklyn, New York--cites studies that show the differences between children who had the benefit of high quality early intervention programs, and those from similar backgrounds who did not. In addition, she discusses Educare, a newer initiative with 18 centers nationwide, whose goal is to support very young children from disadvantaged backgrounds with appropriate intervention at different stages in order to prepare them to do well in school. This article addresses the following topics regarding early intervention programs: (1) Why Is High Quality Early Intervention Important?; (2) What Is a High Quality Program?; and (3) How to Finance High Quality Early Intervention Projects. The author posits that since studies have shown that even children placed in a quality preschool by age three do significantly better than those who are not, efforts should be made to provide high quality preschool programs for all disadvantaged children by at least age three.
Perceptions of Head Start Teachers about Culturally Relevant Practice
Author: Gichuru, Margaret
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Federal Programs,Early Childhood Education,Preschool Children,Culturally Relevant Education,Qualitative Research,Cultural Background,Student Diversity,Data Analysis,Student Interests,Curriculum Development,Family School Relationship,Student Needs,Observation,Interviews

Children bring a variety of cultural, linguistic, and social backgrounds into the preschool classroom. When teachers consider these backgrounds, they are better able to create environments that reflect children's cultures and to design learning experiences that build on children's prior experiences. This qualitative study examined how children's cultural backgrounds are reflected in Head Start classrooms from teachers' perspectives. The study was an extension of the researchers' previous investigation examining how families of diverse cultural backgrounds viewed their children's experiences in Head Start. The diverse backgrounds of the investigators and their interest in qualitative research have been the catalyst for the research. A sample of seven teacher participants was recruited. The investigators contacted the teachers to explain the observation and interview process; each teacher agreed to participate in the study. All teachers were female. One teacher was Hispanic, two were African American, and four were Caucasian. Investigators developed an observation and an interview protocol for the systematic gathering of data. Data analysis occurred after all observations and interviews were conducted. Data were analyzed through coding and recoding observation notes and interview transcriptions. Three themes emerged from the data analysis: influence of children's interest and development on curriculum, reflection of diversity within the physical environment, and communication between teacher and families.
Perspectives vs. Reality of Heritage Language Development: Voices from Second-Generation Korean-American High School Students
Author: Cho, Grace
Date: 2015-00-00
Type: Journal Articles
Subjects: Native Language,Korean Americans,High School Students,Second Language Learning,Heritage Education,Language Maintenance,Language Dominance,Immigrants,Preferences,Barriers,Interviews,Questionnaires

Little empirical research has examined the cause of language shift or the factors related to the heritage language (HL) development of language minority groups. This study investigates the factors that facilitate or inhibit the HL development of second-generation Korean Americans, with a focus on adolescent HL learners, who go through phases in the development of their identity, ethnic identity, and their attitudes toward HL development and HL speakers, which are shaped during these phases. Most of the U.S.-born Korean-American high school students who participated in this study were English dominant and preferred to speak in English. The majority of participants had positive attitudes toward maintaining or developing their HL and wanted to develop their HL to have a closer relationship with their family, to be able to communicate with Korean speakers, to understand Korean culture, and to expand their career opportunities. Findings also showed, however, that HL maintenance or development is a challenging task in the U.S., and that language shift to the dominant language of the country was evident. The following areas of recommendations are discussed: (1) Maximize Comprehensible HL Input; (2) Minimize Anxiety; (3) Develop Good HL Programs; (4) Provide a Variety of HL Reading Materials; and (5) Maximize Informal Language Learning. The results of this study can be used for planning educational programs that take into account the needs and resources of immigrant families, as well as for informing the public, preservice teachers, and educators about the value of maintaining and developing one's HL.
Fond Memories of Cal Council
Author: Minnis, Douglas L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Universities,Professional Associations,Advisory Committees,Superintendents,Best Practices,Educational Practices,Credentials,State Departments of Education,Educational Legislation,State Legislation,Professional Recognition,Teacher Educators,Periodicals,Scholarship,Educational History

This article describes the author's personal involvement in the California Council for the Education of Teachers (Cal Council), beginning in 1960 and spanning four decades, which involved associations with key people in California teacher education and credentialing. The Cal Council was organized for leaders in teacher education from the University of California, California State University, and private colleges and universities, to advise the State Superintendent on best professional practices. Various members of the legislature were considering some major changes regarding teacher credentialing requirements as early as 1960. Legislative enactment of credentialing requirements would end the long-standing flexibility and cooperation between colleges and universities and the State Department of Education. Conversations among Cal Council members revealed great discomfort with pending legislation and lack of agreement among participants about the best policies for preparation for certification. These conversations provided the basis for the author's doctoral research. Struggles and achievements throughout the author's leadership tenure in the Cal Council are discussed. The organization now shares both the scholarship of best professional practice and empirical research on teaching due to the sponsorship of a scholarly journal and a changing membership. The result has earned Cal Council well-deserved national recognition.
Increasing English Language Learners' Engagement in Instruction through Emotional Scaffolding
Author: Park, Mi-Hwa
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),English Language Learners,Language Proficiency,Early Childhood Education,Language Skills,Academic Achievement,Instructional Effectiveness,Learner Engagement,Scaffolding (Teaching Technique),Emotional Development,Learning Processes,Preschool Teachers,Teaching Methods,Participant Observation,Demonstrations (Educational),Educational Strategies,Qualitative Research,Semi Structured Interviews

Some of the challenges that early childhood teachers face include how to deal with a growing diversity in student populations, how to reduce learning gaps, and how to increase the achievement of all children (Copple &amp; Bredekamp, 2009). The number of children who are English language learners (ELLs) is growing fast schools in the United States today and their limited English proficiency in an English- language school setting contributes to wide and persistent achievement gaps between these English learners and English-proficient students (Calderón, Slavin, &amp; Sánchez, 2011). Emerging early in life and persisting throughout the school years, these gaps have serious consequences for ELLs and for society as a whole. In an effort to improve the language skills, literacy, and academic achievement of ELLs, many studies have examined effective instructional strategies. One possible way to deal with the challenges facing early childhood teachers is the use of positive emotional experiences in the classroom. Positive emotional experiences that enhance learning can be called &quot;emotional scaffolding,&quot; a term that borrows from Vygotsky's concept of &quot;scaffolding&quot; and combines it with an awareness of the role of emotion in the learning process (Meyer &amp; Turner, 2007). A study that explores emotional scaffolding in the early childhood context is important because of the tremendous potential for improvement in ELLs' learning engagement. Therefore, the purpose of study described here is to explore how a prekindergarten teacher makes pedagogical decisions that could be considered emotional scaffolding.
Mental Health Consultation: An Untapped Tool for Facilitating Volatile Intercultural Diversity Group Dialogs
Author: marbley, aretha faye
Date: 2015-00-00
Type: Journal Articles
Subjects: Consultation Programs,Cultural Differences,Intercultural Communication,Mental Health Programs,Cultural Awareness,Outreach Programs,Mental Health Workers,Models,Listening Skills,Leadership Styles,Empowerment,Case Studies

There is an urgent need for leadership skills when facilitating communication and engendering acceptance and respect among people from culturally different backgrounds, opposing viewpoints, and vastly different experiences. Thus, when facilitating intercultural group dialogs, varying institutions, agencies, and businesses need culturally competent professionals who have excellent leadership, group, and diversity skills--even clinical skills--to work effectively with divergent communities, both internal and external, and their divergent citizens in addressing highly sensitive issues and building cross-cultural sensitivity. For such efforts to be effective, consultation services should be grounded in multiple disciplines and inclusive of many outreach activities typical of community mental health programs and centers. Such consultation skills allow the mental health professional to assume roles that range from the expert to the collegial. For these reasons these authors believe that a consultation model can be an effective tool for use when the goal is to provide safe open spaces for cultural exchange in seminars and workshops in culturally diverse and volatile climates. A consultation model that emphasizes communication and great listening and leadership skills which ultimately empower the group members is an ideal tool for raising awareness and consciousness while promoting inclusive citizenry and modeling effective intercultural communication skills. In this article, the authors provide actual scenarios as examples of &quot;how-not-to.&quot; Also provided is an overview of the generic model with a description of the very basic steps used in mental health consultation and collaboration.
Implementation of Continuous-Grouped-Self-Learning (CGSL) System in Engineering Education
Author: Azau, M. A. M.
Date: 2008-11-00
Type: Journal Articles
Subjects: Engineering Education,Independent Study,Teaching Methods,Academic Achievement,Educational Improvement,Student Improvement,Cooperative Learning,Lecture Method,Tutoring,Group Instruction,Course Evaluation,Delivery Systems,Self Management,Educational Innovation

This paper presents a new method in engineering education called a continuous-grouped-self-learning (CGSL) system. In general, based on feedbacks acquired from the student at the end of the implementation, students better understanding and appreciation to the courses been taught. Out of 60 students 71.7% admitted that this learning system has improved their study style and knowledge acquisition, which then agreed to be implemented in future. The observation shows that this system increases the appreciation to the knowledge better than conventional method. Apart from that the system also produced better students in term of responsibility, self-confidence, competitiveness, group work, and knowledge sharing. This is realized with the implementation of mock teaching assessment.
Disruptions of the Self-Narrative: Musings on Teaching Social Justice Topics in a Research Methods Course
Author: Puchner, Laurel
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Justice,Research Methodology,Methods Courses,Class Activities,Assignments,Student Educational Objectives,Universities,Controversial Issues (Course Content),Resistance (Psychology),Personal Narratives,Educational Strategies

A class assignment administered by the author in her Research Methods in Education class resulted in the question of whether there is any sort of pedagogical advantage to introducing social justice issues as if you aren't really intending to teach students about them. This article describes an investigation of the author's teaching experience in that same course during that semester, which lead ultimately to a change in her own informal theory of student learning and student resistance. This article focuses on the students' self-narrative and the author's self-narrative.
Understanding of Competitive Sports Conducted by School under the New Curriculum Standard
Author: Zhang, Housheng
Date: 2008-08-00
Type: Journal Articles
Subjects: Competition,Physical Education,Physical Activities,Athletics,Academic Standards,Misconceptions,Concept Formation,Classification,Educational Practices,Essays

Because some teachers and the leaders as well as many sports theorists have some conceptual misunderstanding of competitive sports conducted by school, there're some differences of opinions about competitive sports in physical education field, it would have a negative effect on the development of competitive sports in school. This essay is mainly on the basis of the new curriculum standard, which analyzes competitive sports conducted by school from three aspects such as concept, classification, process of systematization, it makes a conclusion: the competitive sports is formal, semi-formal or informal one that has take the school practical situation into consideration, it conforms to the basic idea of the curriculum of sports and the health curriculum, the requirement of teaching content as well as the needs of development in body and mind.
The Value of SLA Main Theories on Foreign Language Learning and Teaching in Vocational Colleges
Author: Zhao, Renyu
Date: 2008-08-00
Type: Journal Articles
Subjects: Second Language Learning,Learning Theories,Second Language Instruction,Native Language,Transfer of Training,Linguistic Input,Vocational Education,English (Second Language),Foreign Countries,Colleges

Along with the development of linguistic science, the second language acquisition (SLA) has become an independent subject. Its theory is widely accepted and applied to the foreign language-teaching field. The mark theory, the mother tongue transfer theory, language input theory, cultural introject theory and so on have important enlightenment and the value to the foreign language teaching and the study in vocational colleges and can promote the solution of the present problems.
Discussion on Statistics Teaching Management
Author: Wu, Qingjun
Date: 2008-08-00
Type: Journal Articles
Subjects: Statistics,Teaching Methods,Instructional Effectiveness,Educational Practices,Performance Factors,Attendance,Etiology,Change Strategies,College Programs,Classroom Techniques

The teaching management requires reasonable deployment of all kinds of teaching essential factors in teaching process to promote students' comprehensive and harmonious development. Having analyzing questions which appears frequently in statistics teaching management of college, the article finds out their causes, according to which this article proposes effective measures for optimizing statistics teaching management.