ethanporcaro/eric-fulltext-meta huggingface dataset:
Emergent Understandings: Multilingual Fourth Grade Students Generating Close Readings and Multimodal Responses to Global and Informational Texts
Author: Hasty, Michelle Medlin
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Students,Urban Schools,Critical Literacy,English Language Learners,Ethnography,Multimedia Materials,Writing Instruction,Global Approach,Nonfiction,Multilingualism,Cultural Awareness,Cultural Pluralism,Cultural Influences,Learner Engagement,Multiple Literacies,Qualitative Research

In this paper, the authors present findings from a yearlong ethnographic research study that examines the development of critical literacy within two urban fourth grade classrooms in Tennessee. This study examines how young second language learners in English-dominant classrooms learn to read critically, write, and construct multimodal perspectives through global (texts focused upon world issues) and informational texts.
Discovering Nature: The Benefits of Teaching Outside of the Classroom
Author: Jacobi-Vessels, Jill L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Teachers,Outdoor Education,Physical Activities,Interpersonal Competence,Social Development,Emotional Development,Play,Child Safety

Nature play can be an effective teaching strategy across the curriculum and may provide children and teachers with lasting memories. Research shows that experiences in natural settings provide multiple benefits to young children, including increased physical activity, reduced obesity, improved concentration, and enhanced social skills. Early childhood teachers are invaluable guides to children's experiences and have a direct impact on development and learning. By giving children frequent opportunities to play outdoors in plant-rich settings, teachers prepare children to recognize, appreciate, and reap the benefits of the natural beauty in the world throughout their lives.
Multimodality, Ethnodrama, and the Preparation of Pre-Service Teachers of Writing
Author: Hobson, Sarah
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Writing Teachers,Writing Instruction,Writing (Composition),Teaching Methods,Design,Visual Literacy,Critical Literacy,Metalinguistics,Teacher Attitudes,Student Attitudes,Case Studies,Ethnography

Given the prevalence of multimodal texts in today&apos;s world, it is not surprising that adolescent literacies are as dynamic, multimodal and visual as the texts with which they interact. As Kress &amp; Van Leeuwen (1996) have outlined, the multimodal texts that make up a large percentage of our world consist of a range of modes (auditory, kinesthetic, spatial, visual, verbal, linguistic, tactile), their mediums (materials, colors, sound, pictures, lighting, print), and technologies (video games, film, photography). Research indicates that when adolescents interpret the design of multimodal texts, they are engaging in a process of interconnecting modes and sign systems with cultural meanings. If adolescents are to interrogate how multimodal texts function in cultural contexts, they need to develop a meta-language that helps them interrogate the relationships between the modes and the cultural meanings available to participants in any given context. Unfortunately, too often there is a disconnect between the multimodal realities of the reading and writing lives of adolescents outside of school and their print-based lives in school. Standardized forms of writing, decontextualized from actual audiences and real world purposes, prevail in schools; the dynamic, multimodal nature of adolescent reading, research, and writing receives less attention. In this paper, the author discusses a multilayered pedagogical approach to teaching future teachers of adolescents. This was the first class she taught as an Assistant Professor, and she was in search of a pedagogical design that would foster professor and student knowledge construction about the affordances of multimodal textual analysis and composition for future teacher conceptions of writing instruction. Her goals were to foster collaborative inquiries into how to use multimodality to bridge teacher and adolescent literacies, and also to learn with future teachers how to design writing instruction for adolescents through which they could transfer multimodal compositional principles to their everyday reading and writing.
The Education of English Learners in California Following the Passage of Proposition 227: A Case Study of an Urban School District
Author: Matas, Amanda
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Bilingual Education,State Legislation,Educational Change,Case Studies,Urban Schools,School Districts,Educational Policy,Elementary Secondary Education,Curriculum Implementation

This paper focuses on the implementation of Proposition 227 and its impact on the education of English learners in California's K-12 public schools since its passage in 1998. The paper begins with an examination of the sociopolitical context surrounding the proposition and its implementation. The implementation of the new law is then discussed, including inconsistencies and challenges. Since Proposition 227 was approved and implemented during a period of extensive educational reform in California, its intersection with other state mandates is also discussed. A case study of a large urban school district is presented to illustrate the impact of implementation at the district level. The paper concludes with a discussion of educationally-responsive policies and practices for the education of English learners based on the current policy context.
Using Social Media in Teacher Preparation Programs: Twitter as a Means to Create Social Presence
Author: Munoz, Lorena R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Education Programs,Social Networks,Urban Universities,Electronic Publishing,Web Sites,Online Courses,Interpersonal Relationship,Interpersonal Communication,Teacher Student Relationship,Student Surveys,Group Membership,Field Experience Programs,Cooperating Teachers,Classes (Groups of Students),Emotional Response,Preservice Teachers,Public Colleges,Undergraduate Students,Hispanic American Students

This exploratory study examines the use of the micro-blogging service &quot;Twitter&quot; in multiple sections of a pre-service teacher education program in a diverse, urban university. The use of Twitter aimed to encourage student-student and student-teacher interactions, thus enhancing social presence and diminishing the sense of isolation in online classes. Data were obtained by monitoring student Twitter and blog posts, as well as from a student survey where students indicated how they perceived their sense of belonging to a community of learners. Findings indicate that students' conversations revolved around five themes: (a) field experience, (b) emotions, (c) cooperating teacher, (d) class, and (e) relationships. Their conversations were also classified into three sub-categories based on intended audience: (a) students, (b) teacher, and (c) no one in particular. The results from the survey indicate that the group with the least interaction was the group that indicated feeling more engaged in the learning process and more connected to other learners. Implications of these findings and recommendations for future research are discussed.
Rewriting the Script: Multiple Modalities in a High School Humanities Classroom
Author: Block, Joshua
Date: 2014-00-00
Type: Journal Articles
Subjects: Humanities,Humanities Instruction,High School Students,Inquiry,English Instruction,Teaching Methods,Learning Modalities,History Instruction,Barriers,Performance Factors,Multimedia Instruction,Multimedia Materials,Writing Strategies

In this article, Joshua Block states that his high school students are creators discovering how to express their ideas and emotions in multiple, complex ways. He teaches students who write their lives through words on pages as they fill journal after journal. There are others who constantly write and create in the form of tweets, photos, videos, status updates, and texts that tell their stories and define their worlds. There are also those who do not regularly express themselves but spend much of their time observing and developing their own private ideas. Block's goal is for students to develop unique, individual voices and discover multiple avenues for communicating their ideas as they present their work to public audiences using multiple modalities. New modalities have changed research and allow students to individualize content and express themselves in multiple, new, innovative ways, and yet the tensions, struggles, and rewards of meaningful intellectual work remain. Block concludes that it would be foolish to argue that technology somehow simplifies the challenges faced by educators and students. Yet it would be even more foolish to ignore the possibilities and opportunities for meaningful engagement, choice, audience, and discovering voice that technology and multimodal works present to educators, creators, and citizens of the world.
Integrating Aesthetic Education to Nurture Literacy Development
Author: Peloso, Jeanne
Date: 2014-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Elementary School Teachers,Teacher Education,Aesthetic Education,Urban Education,English Instruction,Language Arts,Literacy Education,Models,Caring,Creativity,Imagination,Empathy

The focus of this paper is the preparation of alternative route to certification candidates (ARC) for the elementary school classroom. One of the important dispositions of an ARC teacher in the urban elementary classroom is the ability to understand the culture of the family, school and community surrounding the children. This article demonstrates one approach that may be designed for integration into the teacher preparation sequence to address this need. The method used in this article integrated aesthetic education into teacher preparation through a collaboration between Lehman College, CUNY and the Lincoln Center Institute. This paper details one unit designed for use in the English Language Arts (ELA) classroom that integrates aesthetic education to nurture literacy development.
&quot;In the Swell of Wandering Words&quot;: The Arts as a Vehicle for Youth and Educators&apos; Inquiries into the Holocaust Memoir &quot;Night&quot;
Author: Simon, Rob
Date: 2014-00-00
Type: Journal Articles
Subjects: Communities of Practice,Death,Novels,European History,Jews,Ethnography,Educational Research,Victims,Trauma,Critical Theory,Teaching Methods,Aesthetics,Art Education,Student Attitudes,Teacher Attitudes,Religious Factors,Audiences,Conferences (Gatherings),Role,Judaism

This article includes the script of a performance from the Communities of Inquiry Symposium at the Ethnography in Education Research Forum, March 1, 2014. The event invited audience members to imagine the relationship of the arts, multimodality, research, and critical pedagogy, through an evocation of a community of adolescents&apos; and teachers&apos; arts-based inquiries into the Holocaust memoir &quot;Night&quot; by Elie Wiesel (2006). This performance attempted to trace ineffable aspects of &quot;Night&quot; through participants&apos; interpretive, embodied, and artistic responses. The resulting collaborative text addresses a range of issues, among them: the role of the witness; the inadequacy of language; the nature of faith; the challenge of adequately responding to survivors and victims of the Holocaust from individuals&apos; own socially-situated vantage points; the limitations and potentials of aesthetic responses to trauma; and the function of the arts in critical pedagogy.
&quot;Who Has Family Business?&quot; Exploring the Role of Empathy in Student-Teacher Interactions
Author: Warren, Chezare A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Empathy,Teacher Student Relationship,Interaction,Student Diversity,Instructional Design,Teaching Methods,Program Descriptions,Classroom Techniques,Classroom Environment,Predictor Variables,Program Implementation,Social Cognition,Interpersonal Competence,Interpersonal Relationship

The quality of student-teacher interactions is shaped by both the capacity of the teacher to cultivate trusting relationships with students and his or her ability to establish a safe, supportive classroom environment. This proves especially important for individuals teaching in multicultural and urban education settings. In recent literature, empathy has emerged as a useful tool for accomplishing the aforementioned goals, yet it is difficult to pinpoint concrete approaches teachers may immediately adopt to bolster its application to their interactions with diverse youth. &quot;Family Business&quot; is one such instructional strategy--designed by a practicing public school educator--useful for helping teachers to understand empathy&apos;s pragmatic significance to improving the outcomes of everyday student-teacher interactions. A description of &quot;family business&quot; is presented and empathy&apos;s role for producing favorable student outcomes as a result of its implementation is discussed.
Getting to Know You: Sharing Time as Culturally Relevant Teaching
Author: Bauml, Michelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Teachers,Cultural Awareness,Culturally Relevant Education,Classroom Techniques,Sharing Behavior,Educational Benefits,Risk,Literature,Social Development,Cultural Background,Reader Response,Family (Sociological Unit),Childrens Literature

Early childhood educators have a responsibility to foster healthy relationships as well as appreciation and acceptance for diversity through culturally relevant teaching in their classrooms. Culturally relevant teaching, a term that has been written about extensively (e.g., Gay, 2010; Ladson-Billings, 2009; Nieto, 2010) involves intentionally making connections between children's school, home, and community by &quot;integrating cultural experiences, values, and understandings into the teaching and learning environment&quot; (Brown-Jeffy &amp; Cooper, 2011, p. 67). In the majority of Pre-kindergarten (PK) and kinder classrooms, sharing time is one of many events during the day in which children purposely or spontaneously reveal nuances of their individual cultural backgrounds. The decision to include sharing time in the daily schedule is therefore one way to engage in culturally relevant teaching. When effectively employed, sharing time can provide children with opportunities to explore in sensitive and meaningful ways the uniqueness of themselves and others. In doing so, children can gain cultural knowledge and understanding, which can lead to valuable social and academic skills and most importantly to acceptance and value of others. Thus, sharing time in early childhood classrooms allows for culturally sensitive teaching. This article describes capabilities teachers should possess in order to promote learning by demonstrating respect and appreciation for culture and background experiences. It goes on to discuss the benefits and risks of classroom sharing time using the O.P.E.N. (Outline, Prepare, Engage, Notice) method. Next, it describes how to make sharing time a culturally relevant experience through the use of personal/family artifacts and literature response talks. Finally, it concludes with teaching tips for effective sharing time.
The Pursuit of Pathways: Combining Rigorous Academics with Career Training
Author: Schwartz, Robert B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Career Education,Vocational Education,Difficulty Level,Apprenticeships,Labor Market,Academic Achievement,Career Readiness,Higher Education

In February 2011 author Robert Schwartz, along with with two colleagues--economist Ronald Ferguson and journalist William Symonds--released a report, &quot;Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century,&quot; which was published by Harvard University&apos;s Graduate School of Education. When they first began meeting to discuss the study that led to this report, the group was mindful of the fact that 20 years earlier a commission established by the William T. Grant Foundation had issued a powerful report called &quot;The Forgotten Half: Non-College Youth in America.&quot; As the title suggests, this 1988 report argued that public resources and support were disproportionately focused on young people headed for higher education, and that without a much more robust investment in preparing non-college-bound youth for successful transition into the workforce, these young people would be at significant social and economic risk. The jumping off question for the group&apos;s study was: Is there still a &quot;Forgotten Half&quot; today, and if so, how do they make more progress in serving that population in the next 20 years, than they made in the last 20? At first glance, it seemed unlikely that the researchers would find a persisting &quot;forgotten half&quot; in 2011. When they asked what proportion of young Americans have earned a college degree by their mid-20&apos;s, the answer was that just over half of that population has earned a meaningful postsecondary credential by that age. The conclusion, looking at high school and higher education drop-out data was that the case for investing in developing a set of rigorous career and technical education pathways alongside the strictly academic pathway is even stronger than it was 20 years ago. This article reveals the widening gap between those high school graduates who earn postsecondary credentials and skills and those who do not. Outlined are new models of vocational education demonstrating that it is indeed possible to combine rigorous academics with career training in high skill, high demand fields, thereby significantly reducing the proportion of young people at risk of sustained unemployment at the point of entry into the labor market.
Encouraging Healthy Eating Behaviors in Toddlers
Author: Brawley, Larra
Date: 2014-00-00
Type: Journal Articles
Subjects: Toddlers,Eating Habits,Child Health,Childhood Attitudes,Preschool Teachers,Child Caregivers,Interpersonal Communication,Interpersonal Relationship,Hunger,Language Role,Cultural Influences,Food

Young children's eating behaviors have a direct link to their future health and attitudes regarding food. Similarly, positive nutrition during the toddler years leads to increased brain development and thus children are generally healthier (Weaver, More, &amp; Harris, 2008). This makes eating behaviors extremely important. During the toddler years children begin to eat table foods similar to adults. The adult role includes choosing food, encouraging children to listen to their bodies, and facilitating interaction and learning. The adult decides what to serve the child and, based on what is offered, the child will decide what and how much to eat (Horodynski &amp; Stommel, 2005). In providing the child with food options, the adult may also reflect and respect the child's home and cultural experience with the food that is presented (Ziegler, Hanson, Ponza, Novak, &amp; Hendricks, 2006). Teachers can use mealtimes with toddlers to encourage healthy eating behaviors (among other skills). However, mealtimes can often be the most challenging time of the day for caregivers. Toddler mealtimes can turn from exasperating to an enjoyable learning experience when caregivers are equipped with the right tools for each child. This article begins by discussing how to overcome picky eating, the impact of interactions during mealtime, and the role of children's internal cues of hunger and how many adults unknowingly override them. It then addresses mealtime control and creating healthy habits that will last into adulthood, modeling healthy practices to set a good example for children, and cultural and social norms that impact children's interactions with food during mealtime.
Practitioner Research as &quot;Praxidents&quot; Waiting to Happen
Author: Schiera, Andrew J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Research,Teacher Researchers,Theory Practice Relationship,Praxis,Urban Education,Reflective Teaching,Ethnography

Practitioner research, as Ravitch (2014) writes in the previous issue of &quot;Perspectives on Urban Education,&quot; holds the unique possibility of &quot;generating local, practice-based knowledge that is deeply contextualized and meaningfully embedded in a specific milieu&quot; while spurring a &quot;counter-hegemonic way of thinking about and approaching theory-research-practice-policy connections and integrations&quot; and &quot;push[ing] against traditional expert-learner dichotomies&quot; (p. 5). Schiera states that his academic-self strongly aligns with these values and approaches, although his teacher-self often felt worlds away from this. In response to the paper by Ravitch, Schiera felt motivated to write about this gap he felt in relation to the field of practitioner inquiry, and to explore his own reflections on his practice as a form of practitioner research. So many aspects of teachers&apos; work are naturally connected to the work of taking an inquiry stance, and easily invite further and more intentional investigation. This paper is a self-reflective effort to explore that dissonance through the exploration of his teacher-self and the &quot;praxidents&quot; that occurred along the way. Appended to this article is &quot;A Response to A. J. Schiera&apos;s &apos;Practitioner Research as Praxidents Waiting to Happen&apos;&quot; by Sharon Ravitch. She states that there are many aspects of Schiera&apos;s piece that she wanted to engage with, but decided to limit her response to a few themes that his article brought to the fore: research dissonance as artifact; (re)envisioning what constitutes data and research; and &quot;teachers as transformative intellectuals&quot; (Giroux, 1988). It is her hope that these comments, brief and therefore oversimplified as they are, will contribute to an emerging dialogue on these issues.
More than One Way: The Case for High-Quality CTE
Author: Stone, James R., III
Date: 2014-00-00
Type: Journal Articles
Subjects: Career Education,Technical Education,Educational Quality,High School Students,Career Readiness,College Readiness,Public Education,Role of Education,Skill Development,Education Work Relationship,Apprenticeships,Student Organizations,Labor Market,Vocational Education

Career and technical education is the part of American high school that provides the link between the needs of the labor market and the needs of young people to be fully prepared to move into the workforce or continue their career-focused education and training beyond high school. Concerns about how to strengthen the economy as well as complaints from employers that too many students graduate from college without the knowledge and skills needed to fill jobs have sparked a renewed interest in CTE. Despite the rhetoric around college and career readiness, there is general consensus that equipping all young people with the knowledge and skills to become productive adults is the implicit goal of public education. CTE, with its emphasis on providing the background knowledge and tangible skills crucial to career preparation, is now recognized as opening multiple pathways to reach that goal. Pathways will differ, of course for each student, but all pathways should facilitate the ultimate transition into the labor market. To ensure that all youth have the opportunity to be successful adults, public education must do more than ensure high school graduates can pass tests. Clearly, there are many pathways to future success. Some involve traditional college, but many others involve alternate but equally rigorous pathways through apprenticeships, community colleges, the military, unions, and industry based training.