ethanporcaro/eric-fulltext-meta huggingface dataset:
Choice Matters: Equity and Literacy Achievement
Author: McClung, Nicola A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Equal Education,Literacy,Personal Autonomy,Reading Material Selection,Reading Achievement,Elementary School Students,Student Attitudes,Student Interests,Preferences,Achievement Tests,Foreign Countries,International Assessment,Reading Tests,Teacher Role,Self Efficacy,Socioeconomic Background,Gender Differences

Students' freedom of choice is critical to promoting equity and literacy in the classroom. When students choose what they read, they are more likely to find books that represent their lives, interests, and personal desires and feel that they are autonomous and can self-regulate learning. Previous research suggests that offering choice during learning activities increases motivation. However, less is known about whether choice is related to reading performance and which factors predict choice. Examining data from fourth-grade students, we found that students' perception of choice in their reading materials is associated with literacy achievement, even when accounting for the degree to which the teacher reports providing choice of texts in the classroom and student interest. These findings suggest that true choice (i.e., choice that resides within the student) is linked to greater learning than choice that a teacher determines externally. Further, we argue it may be especially important for educators to explore ways to expand the perceived options available to students with the lowest demonstrated in-school literacy competencies.
&quot;Signifying Nothing&quot;: Identifying Conceptions of Youth Civic Identity in the English Language Arts &quot;Common Core State Standards&quot; and the National Assessment of Educational Progress&apos; &quot;Reading Framework&quot;
Author: Garcia, Antero
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Arts,Common Core State Standards,Educational Policy,Elementary Secondary Education,Citizenship Education,Public Policy,Minority Groups,Neoliberalism,Sociocultural Patterns,Literacy Education,College Readiness,Career Readiness,Reading Skills,Critical Literacy

This manuscript examines how national reading policies in the United States shape specific kinds of civic identities for K-12 students. We engage in a thematic discourse analysis of two contemporary national policy documents--the &quot;Common Core State Standards&quot; (&quot;CCSS&quot;) and the National Assessment of Educational Progress (NAEP) &quot;Reading Framework&quot;--to understand the ways citizenship is defined and constructed at the national level. By reading these documents for how they conceptualize civic-based educational outcomes, we interrogate the disconnects between this language and the civic contexts--and potential outlets for civic action--that young people are navigating in the United States today. We examine how seemingly benign policy documents define citizenship in increasingly narrow visions of individualist passivity, and how such definitions run counter to the expansive visions necessary to honor the lived experiences of young citizens of color. Our analysis highlights how these policy documents structure literacy practices, including the variety of texts that students encounter, opportunities to analyze those texts, and specific forms of engagement with media and messages found in society, in ways that stymie a Freirian reading of the word and the world. Ultimately, we suggest how educators might work within the limited pedagogical spaces of these policies toward liberatory ends.
Empowering Teacher Leadership in Systemic Justice Efforts
Author: Dealy, Ann
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,Teacher Leadership,Social Justice,Faculty Development,Culturally Relevant Education,Educational Environment,Immigrants,Student Diversity,Hispanic American Students,Foreign Countries,Equal Education,Advantaged,Race,Consciousness Raising

In the United States, almost one-quarter of all youth are children of immigrants and it is projected that by 2040 over a third of all children will be growing up in immigrant households (Suarez-Orozco &amp; Suarez-Orozco, 2010). This shift in demographics has the potential to compound the inability that many school districts demonstrate to effectively serve culturally and linguistically students as evidenced by disparent outcomes and experiences. New frameworks of equity work incorporate systems of change from all levels of school district organizations. This paper looks specifically at the power of teacher-facilitated professional development to affect greater climate consciousness.
Confronting Mandated Curriculum: Being a Transgressive Teacher and Meeting the Needs of Our Urban Learners
Author: Myers, Aimee
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Needs,Urban Schools,Culturally Relevant Education,English Literature,High School Teachers,Content Area Reading,High School Seniors,Low Income Students,Minority Group Students,Classroom Environment,Sense of Community,Student Projects,Secondary School Curriculum

Teachers in urban schools often struggle with being micro-managed by administration, especially when vertical alignment and assessment policies are heavily enforced. This study explores a culturally responsive teaching (CRT) approach to mandated curriculum within an urban classroom. By examining the teacher's use of 19th century British literature, this study illustrates how educators can move beyond superficial cultural additives and be responsive to the needs of their learners. This study offers a unique perspective on a teacher willing to challenge the mandated curriculum by utilizing CRT with British Literature in an urban high school.
Participatory Ethnography: Developing a High School Writing Center in Partnership
Author: Plummer, Emily C.
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Public Schools,Writing Instruction,Laboratories,Writing (Composition),Student Participation,Ethnography,Participatory Research,Cooperative Learning,Self Expression,Action Research

In this collaboratively written piece, a team of researchers and high school students reflect on their participatory ethnography work in a literacy-focused space within a Philadelphia public high school. The authors collectively explore the critical components of their still-unfolding research: participatory space-building, which entails creating safety in learning and writing-focused spaces and productively managing tensions that emerge, and participatory knowledge building, which involves expanding forms of knowing and expression while centering relationships. They discuss participatory ethnography as the practice of working together toward shared goals in reciprocal, mutual fashion.
Generalizability Theory in R
Author: Huebner, Alan
Date: 2019-07-00
Type: Journal Articles
Subjects: Generalizability Theory,Test Reliability,Computer Software,Statistical Analysis,Visual Aids,Tables (Data),Computation,Data

Generalizability theory is a modern, powerful, and broad framework used to assess the reliability, or dependability, of measurements. While there exist classic works that explain the basic concepts and mathematical foundations of the method, there is currently a lack of resources addressing computational resources for those researchers wishing to apply generalizability in practice. This tutorial illustrates the efficient application of generalizability theory in the statistical software environment R, including data formatting, computing key quantities, and tabulating and visualizing results for four different study designs. The tutorial is entirely self-contained, as it includes R code to generate the example data thus allowing the reader to reproduce all computations, tables, and plots.
Personal Story Sharing as an Engagement Strategy to Promote Student Learning
Author: Rhodes, Richard Jeffrey
Date: 2019-00-00
Type: Journal Articles
Subjects: Personal Narratives,Story Telling,Sharing Behavior,Learner Engagement,Teacher Student Relationship,Urban Schools,Student Empowerment,Instructional Effectiveness,Classroom Techniques,Public Schools

Relationships matter. In urban education, the positive relationships between students and teachers are vitally important. Stories can be powerful tools that, when utilized effectively, help forge and enhance relationships. Story sharing is an effective strategy to promote and expose the common connections that lead to positive relationships. This reflective commentary suggests that students and staff within our urban schools often have more in common than they realize. Taking the time to share personal stories is an effective approach to exposing our common experiences and perspectives in order to develop and enhance the relationships necessary to ensure student learning and promote positive student engagement.
Teaching Business English to Future Economists Using a Multimedia Textbook
Author: Bykonia, Oksana P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Business English,Second Language Learning,Second Language Instruction,English (Second Language),Multimedia Instruction,Blended Learning,Structural Equation Models,Preferences,Feedback (Response),Problem Solving,Computer Assisted Instruction,Student Motivation,Lifelong Learning,College Students,Majors (Students),Economics Education,Student Attitudes,Time Management,English for Special Purposes,Technology Integration,Teaching Methods,Foreign Countries

The purpose of the study is to examine and evaluate the impact the &quot;flipped classroom&quot; model-based learning environment accompanied by multimedia-based textbook entitled &quot;English through Soft Skills&quot; provides for the learning styles of the university students majoring in Economics. The study sought to identify tangible (seemingly measurable) and intangible (difficult to measure) gains the &quot;flipped classroom&quot; learning model brought to both students and instructors. A multimedia textbook &quot;English through Soft Skills&quot; was developed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, Covariance-based Structural Equation Modeling (SEM) software as SPSS AMOS and Textalyzer were used to process the students' responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. Additionally, there was a shift in teaching approaches of the instructors, namely from a teacher-centered to a student-centered approach. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching English for Specific Purposes to other majors, such as: Business, International Relations, Psychology, Law. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the &quot;flipped classroom&quot; settings to deliver Business English course to the students majoring in Economics.
Early Incorporation of Entrepreneurship Mindset in an Engineering Curriculum
Author: Andalibi, Mehran
Date: 2019-00-00
Type: Journal Articles
Subjects: Creative Thinking,Engineering Education,Problem Solving,Entrepreneurship,Programming,Computer Science Education,Business,Undergraduate Students,Introductory Courses,Tests,Computer Assisted Testing,Student Attitudes,Learning Processes,Self Employment,Scoring Rubrics,Thinking Skills,Outcomes of Education,Teaching Methods,Electronic Learning,Aerospace Education

In the study herein aimed at incorporating the entrepreneurship mindset early on in the engineering curriculum of undergraduate students via a final project of an introductory programming course with MATLAB. Students were asked to find a need on campus, in the society, or in the market with a business potential and write a standalone application to solve that problem. Prior to the start of project, students were required to study an online module developed by KEEN on generating new ideas in which they learned the definitions and differences between an idea and an opportunity, and different methods of recognizing business opportunities, followed by online quizzes. The study found that students were interested in learning about entrepreneurship and using the technical skills learned in class to solve a real-world problem with potential business opportunities; they enjoyed the course material more and it reinforced their learning of previous topics; and more importantly, it attracted students' attentions toward self-employment. Pre- and post-assessment of creative thinking using standard AACU rubrics also showed a significant increase in the levels of students' creative thinking skills due to participation in this project.
The Degree of Educational Supervisors&apos; Commitment to Apply the Classroom-Visits Techniques in Jordan
Author: Waswas, Dima
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Supervisors,Observation,Elementary School Teachers,Attitudes,Teacher Evaluation,Standards,Behavior,Evaluation Methods

The study aimed to investigate the degree of educational supervisors' commitment to apply the classroom-visits techniques. Here, supervisors are supposed to apply techniques before the visit by meeting the teacher and discussing issues related to the time and subject matter of the targeted class, during the class as the supervisor observes the educational situation like avoiding interruption or intervention that might confuse the teacher, and after the visit where the supervisor discusses with the teacher his/her observations about the class. The study also investigates how much supervisors commit to apply all techniques of all the three stages; before, during, and after the visit. The study population consisted of 652 teachers at the elementary stage in Petra Jordan; (169) males and (483) females, in addition to 16 educational supervisors. Approximately (35%) of the teachers were randomly selected while all the educational supervisors were considered in the study without any random selection. To achieve the study objectives, analytical and descriptive methodologies were used, the researchers used a questionnaire as a tool for the study and it consisted of three types of the classroom-visit techniques: before, during and after the visit. The study results showed that the teachers and educational supervisors believed that the degree of educational supervisors' commitment to apply classroom-visit techniques is high. The results also showed significant differences between the means of teachers' views and the educational supervisors' views regarding the degree of educational supervisors' commitment to apply the classroom-visit techniques; and here the results were in favor of the educational supervisors. They see that they apply the classroom-visit techniques with a higher degree than that of the teachers' views. The results also indicated no statistical significance according to the variables of gender and years of experience.
Management Strategies for Improving the Functionality of Tertiary Education in Nigeria
Author: Asiyai, Romina Ifeoma
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Finance,Financial Support,Best Practices,Accountability,Educational Quality,Government Role,Resource Allocation,Educational Administration,Educational Resources,Educational Facilities

This study investigates management strategies for improving the functionality of tertiary education in Nigeria. One research question was asked and answered and three hypotheses were formulated and tested at 0.05 alpha level. The sample of the study comprised 900 respondents selected through the simple random sampling technique from six tertiary institutions in Delta and Edo States of Nigeria. The questionnaire was the instrument for collection of data from the respondents. Descriptive statistics in the forms of mean and standard deviation were used to answer the only research question. The three hypotheses were tested using one way analysis of variance. The results obtained showed that improved funding, monitoring and adoption of best practice in service delivery would help to improve the functionality of tertiary education in Delta and Edo States. Staffs of University, Polytechnics and Colleges of Education did not differ significantly in their mean perception scores for any of the identified management strategy for improving the functionality of tertiary education. The study recommended that governments of Delta and Edo States should give adequate priority to tertiary education by ensuring that enough fund is allocated and disbursed to the institutions for proper management of affairs and improved functionality.
Innovations in the Content of Professional Training of Interpreters and Translators in Countries of Europe, the USA and Ukraine: Comparative Analysis
Author: Cherkashchenko, Olesia M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Innovation,Translation,Professional Training,Comparative Education,Foreign Countries,Higher Education,Universities,College Students

The article deals with the analysis of innovations in the content of professional training of interpreters / translators at universities of Europe, the USA and Ukraine. It has been established that at European and American universities the innovation data involves directing professional education of translators and interpreters towards studying CAT-systems within the context of traditional disciplines, specialized disciplines, extracurricular courses, trainings and in the process of students' translation/interpretation traineeship and study placement. Based on the comparative analysis of the curricula for specialists' training in translation/interpretation in European countries, the USA and Ukraine, the conclusion is drawn that in higher education of Ukraine theoretical training traditionally prevails over practical field experience, general classroom hours are not sufficient for students, while Ukrainian universities' curricula lack disciplines aimed at the formation of technological (information, computer) expertise of prospective interpreters and translators. The authors of the article recommend using the experience of western universities on implementing innovations within the content of professional training of interpreters and translators at Ukrainian universities, namely: a) increasing the number of classroom activity hours in practical training of interpretation/translation students by means of reducing extracurricular hours; b) changing the ratio of disciplines of theoretical and practical training of future interpreters and translators in favour of the latter by decreasing the number of theoretical subjects; c) including disciplines aimed at the formation of prospective experts' information competency into the curricula; d) providing both short-term and long-term traineeship in interpreter/translator training programs, preferably at international organizations (enterprises) operating in Ukraine or at foreign companies abroad; e) providing specialization of professional training of interpreters and translators (technical translation, legal translation, economic translation, medical translation, literary translation, etc.).
Academic Deans: Perceptions of Effort-Reward Imbalance, Over-Commitment, Hardiness, and Burnout
Author: Coll, Kenneth M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Deans,Burnout,Stress Variables,Work Environment,Higher Education,Well Being,Persistence,Rewards,Resilience (Psychology),Barriers,Measures (Individuals),Administrator Attitudes

This study explored challenges and stressors facing academic deans within higher education. The study analyzed, via step-wise multiple regression, the degree to which current challenges and related stress were associated with the well-being measures of effort-reward imbalance and over-commitment as measured by the Effort/Reward Imbalance scale (ERI); hardiness, as measured by the Dispositional Resilience Scale (DRS); and aspects of burnout, as measured by the Maslach Burnout Inventory (MBI). Results indicated that the stress related to certain challenges (e.g., balancing financial resources, creating a clear vision, promoting change) have particularly powerful influences on aspects of work well-being. Implications and recommendations are included.
Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps?
Author: LaForce, Melanie
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Gender Differences,Racial Differences,Ethnicity,High Schools,Inclusion,Correlation,Student Attitudes,Academic Achievement,High School Students,Student Diversity,Problem Solving,Interpersonal Relationship,Cultural Influences,Personal Autonomy,Difficulty Level,Interdisciplinary Approach,Educational Technology,Teamwork

Background: Over the past two decades, inclusive STEM (science, technology, engineering, and mathematics) high schools have emerged as one strategy for increasing and broadening participation in STEM majors and careers, particularly for currently underrepresented students in those fields. However, limited research has examined whether strategies used in inclusive STEM schools can actually improve students' STEM-related attitudes and academic achievement, and reduce gender and race/ethnicity gaps. Material and Methods: The current exploratory study uses multiple linear regression models to examine associations between students' ratings of inclusive STEM school strategies and student outcomes. Interactions were also used to explore whether such associations differed by students' gender identity and race/ethnicity. Results: Results indicate that when students report positive implementation of specific strategies used by inclusive STEM schools, race/ethnicity and gender gaps in science attitudes and overall academic achievement are reduced or reversed. Conclusions: Findings from this study set the stage for further research, suggesting that while some inclusive STEM high school strategies may have the potential to contribute to STEM outcomes across diverse populations of students, significant gaps remain.