ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaging Exceptional Students through Art Activities
Author: Lowe, Eric
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Art Activities,Special Needs Students,Visual Arts,Problem Solving,Interaction,Individualized Education Programs,Experiential Learning,Students with Disabilities,Social Environment,Autism,Pervasive Developmental Disorders,Attention Deficit Hyperactivity Disorder

Art has the capacity to engage exceptional learners, regardless of the nature of their exceptionalities. Students who experience difficulty with academic subjects may enjoy visual art activities with which they engage holistically to learn problem-solving skills and interact positively with their environment, including the social environment of the classroom. When art educators are included in the teams that develop students' Individual Education Plans (IEPs), they can support the teams' efforts to meet the students' learning needs by finding hands-on ways to develop skills that apply to other classroom contexts. Whether gifted or challenged by physical, mental, intellectual, emotional, or behavioural disabilities, exceptional students can find personal success in art.
What We Glean from the Silver Screen: Inaccurate Messages about Educational Leaders as Perpetuated by School Movies
Author: Baker, Sherry
Date: 2016-00-00
Type: Journal Articles
Subjects: Films,Teacher Characteristics,Leadership Qualities,Social Bias,Student Needs,Racial Bias,Minority Group Students,Whites,History,Popular Culture,Foreign Countries,Social Systems,Ability,Poverty,Leadership Responsibility

School films depict educational leaders as lone miracle workers. Students of colour and/or from low socio-economic backgrounds are shown as victims in need of a saviour, who appears in the form of a (usually White) teacher who lacks the qualifications and experience to work with students living in poverty. &quot;Freedom Writers,&quot; &quot;Music of the Heart,&quot; and &quot;Dangerous Minds&quot; teach moviegoers (the public) that these students require only underqualified, inexperienced, caring, Caucasian teachers, even though the research shows otherwise.
The Effect of the School Principal in Creating an Inclusive School Culture during Times of Change and Challenge
Author: Osiname, Ayodeji
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,School Administration,Inclusion,School Culture,Leadership Styles,Student Diversity,Critical Theory,Foreign Countries,Public Schools,Conflict Resolution,Change Strategies

The purpose of this study was to examine the different leadership styles or ways that selected school principals use to encourage and sustain an inclusive school culture that eschews group think, to embrace difficult issues and challenging people while sustaining a positive culture, and to build a school community that supports diversity and embraces change. This research was guided by the following research questions: (1) How do principals in diverse schools conceptualize and vary leadership styles to encourage and sustain an inclusive culture in the school? (2) How do principals negotiate the politics of school change to deal with difficult issues and challenging people in the school while sustaining a positive school culture? (3) How do principals build cohesive cultures in their schools while addressing challenging situations?
Inclusive Education: The Least Dangerous Assumption
Author: Cochrane, Kaley
Date: 2016-00-00
Type: Journal Articles
Subjects: Inclusion,Student Diversity,Regular and Special Education Relationship,Peer Relationship,Teacher Attitudes,Academic Achievement,Program Effectiveness,Social Development

Inclusive education is a model of supporting diverse learners and needs in a general education setting. While the philosophy and ideals of inclusion are supported by many governmental and educational stakeholders, the practice of full inclusion is often met with resistance by educators. Research on the academic achievement and adaptive growth for students with special education needs and their typically developing peers proves that inclusive practices offer no harm and, in many cases, offer benefits to all students. This article supports the assumption that inclusive, general education programming can support academic and social development of all learners.
Factors That Influence Learning by English Language Learners (ELLs)
Author: Hanus, Kendall
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),English Language Learners,Second Language Learning,Teacher Role,Parent Role,Socioeconomic Influences,Student Needs,Teacher Student Relationship,Culturally Relevant Education,Classroom Environment,Response to Intervention,Individualized Instruction

Current research with English language learners (ELLs) indicates that there are a number of factors that influence students' success in learning English as an additional language. Teachers and parents both have different roles in educating and supporting students on their voyage to learning another language.
RTI Leadership -- Planning for Implementation
Author: Jensen, Lesia
Date: 2016-00-00
Type: Journal Articles
Subjects: Response to Intervention,Secondary School Teachers,Secondary Schools,Teamwork,Secondary School Students,Leadership Responsibility,Administrator Role,Special Education Teachers,Teacher Role,Special Education,Students with Disabilities,Coaching (Performance),Faculty Development,Counselor Role

A diverse and experienced leadership team is crucial to the implementation of Response Through Intervention (RTI) in secondary schools. Transitioning from traditional resource models, secondary school educators require support and guidance from knowledgeable and respected school leaders as they encounter many complexities unique to their level. Team membership will evolve throughout implementation, but the initial members should at the very least include an administrator, special education teacher, instructional coach, and guidance counsellor.
The Reading Recovery Intervention
Author: Grasby, Tracy
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Skills,Intervention,Reading Difficulties,Individualized Instruction,Writing Skills,Writing Instruction,Reading Fluency,Reading Strategies,Grade 1,Elementary School Students

Early years students enter the educational system with varying degrees of reading and writing knowledge. Designed by Marie Clay, Reading Recovery is an intervention program that targets struggling literacy learners in grade one. Reading Recovery teachers conduct assessments to identify the neediest literacy learners. Then they design and deliver one-on-one lessons that will accelerate these struggling learners. The lesson segments target reading fluency, reading strategies, letter and word work, and writing skills. Reading Recovery aims to accelerate struggling literacy learners in order to close the gaps among peers at an early age.
The Effectiveness of Servant Leadership in Schools from a Christian Perspective
Author: Schroeder, Bryan
Date: 2016-00-00
Type: Journal Articles
Subjects: Leadership Styles,Principals,Teacher Effectiveness,Work Environment,Participative Decision Making,Empathy,Altruism,Christianity,Private Schools,Religious Education

Servant leadership remains as one of the most effective models of leadership today. School principals who embody this leadership paradigm encourage and enable teachers, and demonstrate a desire to build school community. Teachers' effectiveness increases as they are honoured and served by their principal, thereby impacting students, colleagues, and parents positively. Servant leaders often put the needs of the organization ahead of personal needs and honour people, not programs and politics. Students ultimately benefit from this leadership approach as their teachers learn to serve them first as people, and then confidently lead them into their learning.
Interventions in Autism
Author: West, Meagan
Date: 2016-00-00
Type: Journal Articles
Subjects: Autism,Intervention,Pervasive Developmental Disorders,Interpersonal Competence,Social Development,Skill Development,Training,Interpersonal Communication,Communication Skills,Children

Pivotal Response Treatment (PRT) and other therapies for autism have been developing and changing in recent years, and have moved away from clinical settings to options that can be used in the classroom and at home. Common current therapies focus on improving social skills and increasing communication. The therapies and treatments that are available for children with autism spectrum disorders are as varied as the children whom they support. As PRT and other therapy plans evolve, parents and clinicians develop higher expectations that children with autism will develop lost skills.
Hands-On Learning with Book-Art Projects
Author: Lowe, Eric
Date: 2016-00-00
Type: Journal Articles
Subjects: Experiential Learning,Teaching Methods,Books,Art Activities,Student Projects,Cooperative Learning,Student Diversity,Creativity,Elementary Secondary Education

Holistic hands-on projects provide a deep-rooted learning experience, which will better meet the needs of society and help to solve the current problems of our educational system. The primary focus for this session was hands-on-learning with the integration of book-art into different subject areas at all age and grade levels. Book-making and the roles that books have played in recording history is very important. What is known of the nation's social, political, economic, and geographical human history is whatever has been documented in written form, first on stone, then on scrolls, and finally in book form. Book-art can be linked or added to enrich the curriculum in all courses, engaging students in their own learning experience. Creative book-art projects can inspire students in peer cooperation, personal exploration, imagination, reflection, self-critical thinking, sharing ideas, and an ongoing learning experience that often involves parental participation. This session served as an introduction to demonstrate how students can create their own pop-up, accordion, and flag books.
Resilience and Mental Health Promotion in Schools
Author: Tucker, Shelley
Date: 2016-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Mental Health,Health Promotion,Wellness,Student Needs,At Risk Students,Foreign Countries,Student Behavior,Evidence Based Practice

Students enter schools with greater personal challenges today than in the past. Although mental health promotion is not new to the educational system, the approach to it needs to change. Despite the adversities that students experience, many enter the system with the capacity to manage and overcome these challenges in their lives. Often, this quality of resilience is neither recognized nor fostered in schools. Educators need to consider resilience and the related research-based interventions to foster positive mental health in students.
Under Construction: Journey of Re-Entry to Adult Education Programs
Author: Kokorudz, Shelley
Date: 2016-00-00
Type: Journal Articles
Subjects: Adult Students,Reentry Students,Adult Education,High School Seniors,Adult Learning,Dropouts,Transformative Learning,Learning Theories,Andragogy

My research is a work in progress. This paper discusses the potential project that will utilize narrative inquiry to learn about the lived experiences of adults over the age of 45 who have made the decision to re-enter a high school program to complete grade 12. I review the literature surrounding adult learning and early exits from high school. Transformative learning theory and reflective inquiry are also mentioned as possible theories in the understanding of the data that will be collected and as a means to extend thinking about ethics that ultimately will impact the research process.
The Beginning School Counsellor
Author: Oldcorn, Malcolm
Date: 2016-00-00
Type: Journal Articles
Subjects: School Counselors,Counseling Effectiveness,Counselor Role,Counselor Client Relationship,Resistance (Psychology),Barriers,Intervention,Leadership Qualities

The most effective counsellors help their clients find their own solutions. This method often requires the counsellor to ask more questions than give answers. The positive outcome of empowering clients to take control of their own life is the end goal. Unfortunately, developing trust with students, identifying the sources of problems, and providing best practice does not happen overnight. Counsellors new to the field have much to overcome but with hard work, compassion, and an open mind, they can engender positive differences in students. At the beginning of their career, school counsellors face significant challenges. Counsellors assist individuals and groups who need support for a variety of reasons, many of which carry a heavy emotional toll (Merriman, 2015). Often, the students who have been referred to a school counsellor do not want to engage or trust a new face (Kertes, Westra, Angus, &amp; Marcus, 2011; Stehn &amp; Wilson, 2012). Overcoming this resistance to build relationships, defining the issues and staging interventions, and developing leadership qualities are all areas of concern to people entering the profession of school counselling.
Supporting English as an Additional Language Learners: A Sea of Talk
Author: Flight, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,Second Language Learning,Teacher Role,Teaching Methods,Teacher Attitudes,Language Skills,Oral Language,Student Needs,Evaluation Methods,Reading Skills,Teacher Influence,Language Usage,Native Language,Family School Relationship,Reading Aloud to Others,Books,Writing Instruction

English as an additional language (EAL) learners are increasing in Manitoba. They currently comprise 14% of the grade 1 population (A. Matczuk, personal communication, August 4, 2016), which translates to about three students per classroom. These young learners are &quot;trying to master academic skills, including initial literacy, in a language in which they do not have full proficiency yet&quot; (Rodriguez-Eagle &amp; Torres-Elias, 2009, p. 53). Teachers need strategies to help these students engage in meaningful conversation in a new language, in addition to learning to read and write. The question is, what can teachers do to enhance instruction in order to support the needs of the child as a language learner? Teachers need to see EAL students as capable learners, expecting participation in speaking, reading, and writing tasks. Teachers studying their own teaching and decision making with respect to teaching EAL learners can help them to become more effective teachers. The teacher's understanding of an individual student's strengths is important. This article presents ideas that may support classroom teachers in monitoring the development of a child's language competencies, planning instructional opportunities to extend learning, and reflecting on the effectiveness of instructional decisions.
Digital Literacy and the ICT Curriculum
Author: Thompson, Kirsten
Date: 2016-00-00
Type: Journal Articles
Subjects: Technological Literacy,Information Technology,Technology Integration,Integrated Curriculum,Foreign Countries,Curriculum Implementation,Skill Development,Transfer of Training

The paper explores the reasons for investing in the digital literacy and education of students. It argues that an ICT curricula that is implemented with purpose and support produces direct benefits for the students, such as enriched learning opportunities, ease of life, and practical post-secondary preparation. The paper also summarizes the initiatives implemented by the provincial and territorial governments of Canada that define the role of ICT for today's youth and showcase the necessity of purposeful education and skill development for all students.
Making Literacy Relevant to Adolescent Learners
Author: Clark, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Adolescents,Relevance (Education),Literacy Education,Teaching Methods,Technological Literacy,Learner Engagement,Reading Skills,Writing Skills

Adolescent learners will engage in literacy learning if they understand its relevance to both academic pursuits and future success. Exploring the literacy skills that are embedded in the technology that saturates adolescents' lives helps to establish the relevance of literacy education. Educators who design lessons around collaboration, inquiry, choice, and authenticity increase the chances that students will judge the activity to be relevant and choose to engage. Additionally, explicit literacy instruction is essential to ensure that comprehension deepens as content becomes more complex. Those educators who emphasize the relevance of literacy skills provide adolescent learners with a solid foundation for future success.
Unpacking the Call to Action in Early Years Education: Teaching Global Citizenship through a Critical Lens
Author: Nicol, Lynn
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Citizenship Education,Holistic Approach,Civil Rights,Foreign Countries,Elementary Education,Social Justice,Racial Bias,Ethnicity,Elementary School Teachers,Early Childhood Education,Citizenship Responsibility,Social Problems,Social Change,Altruism

Global Citizenship Education (GCE), in its noblest terms, is a commitment made by educators to provide students with opportunities to situate themselves as citizens within a global community. The author's presentation addressed the lay of the land for global citizenship and human rights education in early years spaces. Drawing upon the context of the author's experience educating through school-based, divisional, and provincial mandates, their work exposed that Manitoba educators face a dearth of resources for holistic citizenship education in early years classrooms. The discussion emphasized the need for a vibrant discourse on the placement of social justice resources in early years to inform and support educational experiences that move beyond acts of charity. Only through disruptive pedagogies that challenge structures of power and privilege are requisite spaces of interrogation created. This is crucial to the deliberative discourse necessary for education that moves beyond charity to actions of solidarity around equity and social justice -- locally, nationally, and globally. The ideological framework and lived experiences from which teachers work when establishing their own GCE theory and pedagogy affect the learning experiences that they offer to their students. These experiences, in turn, shape the actions that students take when they seek opportunities to help others. Therefore, it is necessary for educators to understand the potential action-oriented responses associated with various terms utilized in the field of global citizenship and rights-based instruction. Early years educators must follow teaching mandates to construct the foundational parameters through which students learn to situate themselves in relation to the world around them. Given the school, divisional, and provincial policies guiding early years' instruction, it is no wonder that early years educators are reluctant to engage in critical, deliberative dialogue with their students. [This article is a presentation based on the article &quot;Unpacking the Call to Action in Early Years Education: Teaching Global Citizenship through a Critical Lens.&quot; For this article, see EJ1230481.]
Using iPads to Develop a Sense of Story
Author: Kniskern, JulieAnn
Date: 2016-00-00
Type: Journal Articles
Subjects: Handheld Devices,Young Children,Story Telling,Childrens Writing,Kindergarten,Writing Processes,Paper (Material),Illustrations,Childrens Attitudes,Teacher Student Relationship,Peer Relationship,Foreign Countries

This article narrates the authors' experience with 5-year-old Aiden, one of the senior kindergarten children in the all-day, every-other-day classroom in which the authors studied the students' writing throughout the 2015-2016 school year, from September to June. Aiden was an interesting child because he always had a &quot;plan&quot; for whatever he wrote. Most times, he would draw a diagram of what he was going to write about and then begin his story. During the months of April, May, and June, the authors functioned as the classroom &quot;Writing Centre.&quot; The Centre offered a place for the students who wanted to write a story to come and discuss what tools they wanted to use when they were writing/composing. The choices that the students had were pencil, pen, coloured markers, crayons, paint, and either paper or an iPad computer. As the year progressed, Aiden was often the catalyst for classroom events that happened around the Writing Centre. His stories always had a beginning, middle, and end while many of his classmates could only master one or two parts of the writing process. The authors conclude that Aiden is a prime example of how a 5-year-old child develops a sense of story. Their research project, which studied the relative usefulness of using the iPad &quot;Sense of Story&quot; application to develop a sense of story with senior kindergarten children, revealed some notable findings: (1) When given a choice of traditional writing/drawing utensils or iPads, most of the young students chose pencil-and-paper over technology; (2) All of the students used illustrations in their stories; (3) The teacher makes the difference!; and (4) The children make another difference!
The Role of Restorative Discipline in the School System
Author: Otto, Kelly
Date: 2016-00-00
Type: Journal Articles
Subjects: Holistic Approach,Student Welfare,Sense of Community,Decision Making,Behavior Problems,High School Students,Justice,School Administration,Discipline,Positive Behavior Supports

Classroom discipline plays an integral role in the daily activities of educators. Educators can choose traditional discipline methods with short-term results or modern practices such as restorative discipline that promise holistic healing with lasting results. Research has shown that the use of restorative discipline builds community, promotes healthy decision making, and heals all involved parties. No single discipline strategy can work for all situations. A balance between traditional and innovative practices is necessary for the effective management of the school and to meet the needs of individual students.
Becoming Data and Information Rich in Education
Author: Wilson, Marnie
Date: 2016-00-00
Type: Journal Articles
Subjects: Decision Making,Data,Evidence Based Practice,Educational Improvement,Data Use,Accountability

Despite wanting to make data-informed decisions, the educational system is experiencing the common problem of being data rich yet information poor. Educators have data, often a plethora of data; however, the system struggles to turn that data into effective action. Rising out of information poverty requires three shifts. First, the educational system requires an investment in human capacity building around data literacy. Second, greater attention to small-scale classroom-based assessment data has greater promise for improving student outcomes. Finally, a mind shift is needed so that educators embrace the value of data analysis not for accountability, but rather for instructional improvement.
Reading Is Thinking
Author: Swallow, Cindy
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Skills,Thinking Skills,Individualized Instruction,Reading Instruction,Decoding (Reading),Reading Fluency,Reading Comprehension

Reading and thinking need to go hand in hand for students to become successful learners. The processes involved in thinking while reading must be modelled, practised, and infused into everyday instruction in all levels of education. There needs to be a balance between learning to read and reading to learn. Teachers are responsible for finding the strategies that work for all learners, differentiating the instruction and activities, and building a love of reading into our classrooms for students to master the complex action of thinking while reading.