ethanporcaro/eric-fulltext-meta huggingface dataset:
Who's Afraid of the Big Bad Core? The Common Core Standards and Out-of-School Time Programs
Author: Marten, Suzanne
Date: 2014-00-00
Type: Journal Articles
Subjects: State Standards,Out of School Youth,After School Programs,Alignment (Education),Child Development,Learning Activities,Meetings,Communities of Practice,Program Descriptions,Program Content,Elementary Secondary Education,Social Networks,Network Analysis

The Robert Bowne Foundation for out-of-school time (OST) supports the development of quality programs that offer literacy education in the out-of-school hours to children and youth of New York City, especially young people from disadvantaged communities. The foundation's networking meetings, now in their 10th year, offer quarterly forums in which participants from a wide variety of programs across the city can share their work, develop new ideas for their programs, and discuss important issues in the field. The process of gathering topic ideas from the previous year's networking meeting evaluations and from meetings with the foundation's grantees revealed that the Common Core Learning Standards--New York's version of the Common Core State Standards--were on many OST providers' minds. Funders are increasingly asking grantees how their OST programs are supporting the standards-- even though the standards were designed explicitly for in-school education, not for OST. Providers are concerned about being asked to meet academic standards designed for school while still pursuing the traditional focus of OST programs on positive youth development. How can OST programs support academic progress while pursuing their goals, traditions, and mission? This article will demonstrate how understanding the Common Core Standards can support the work of OST providers and the youth and families they serve. In fact, in many ways, the work OST programs do every day is already aligned with the standards.
Storymakers: Hopa Mountain's Early Literacy Program
Author: Templin, Patricia A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Childrens Literature,Books,Donors,Nonprofit Organizations,Rural Areas,Literacy,Reading Skills,Parent Role,Reading Aloud to Others,Parent Surveys,Parent Attitudes,Program Effectiveness,Singing,Story Telling,Interaction,Parent Child Relationship,Emergent Literacy,Community Programs,American Indians,Beginning Reading

Hopa Mountain's StoryMakers program is an innovative, research-based program for donating high quality young children's books to parents. Hopa Mountain is a nonprofit organization based in Bozeman, Montana. Hopa Mountain works with groups of rural and tribal citizen leaders who form StoryMakers Community Teams to talk one-on-one with local parents about the importance of reading, singing, and talking with their children on a daily basis and to provide them with children's books and early learning resource materials. Hopa Mountain conducted a parent survey to assess parent needs and satisfaction with the StoryMakers program. Results indicate a clear trend that parents are taking advantage of the availability of books and the program support to sing, talk, tell stories, and read books with their children. Overall, the reading increases indicate more interaction between parents and their children toward the development of relationships and intergenerational closure.
Development of an Instrument to Measure Teaching Style in Japan: The Teaching Style Assessment Scale
Author: Yoshida, Fumiko
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Styles,Test Construction,Adult Learning,Measures (Individuals),Nursing Education,Teacher Surveys,National Surveys,Factor Analysis,Correlation,Content Validity,Construct Validity,Research Tools,Self Evaluation (Individuals),Item Analysis,Test Reliability,Scaling,Teacher Evaluation

Teaching style has been a popular concept for many years. Teaching style refers to the distinct qualities displayed by a teacher that are persistent from situation to situation regardless of the content. The Principles of Adult Learning Scale (PALS) has been used extensively in the West for measuring teaching style in relationship to the adult education literature, but no version has been available for use in Japan. Therefore, this research used PALS as the foundation for creating a new instrument to measure teaching style in Japan. Following a rigorous translation process, data were collected from a national sample of 1,111 nursing educators. Factor analysis and correlation were used to establish the construct and content validity of the new instrument. Reliability was established with Cronbach's alpha. The new 30-item instrument was named the Teaching Style Assessment Scale and is available in both Japanese and English for use either for personal self assessment or for research purposes.
Training Using Technology in the Adult ESL Classroom
Author: McClanahan, Lorna
Date: 2014-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Adult Education,Classroom Techniques,English (Second Language),English Language Learners,English Instruction,Technology Integration,Educational Technology,Adoption (Ideas),Performance Factors,Teaching Methods,Instructional Innovation

In this article I discuss two reasons for the slow adoption of technology as an instructional tool in adult English as a Second Language (ESL) education. I outline recent facts about the relationships between today&apos;s adult ESL learners and technology, and then construct a background of theoretical support in favor of integrating technology in adult ESL classes. In addition, I investigate how the use of technology can make ESL instructors&apos; work more organized and time-effective.
Moving beyond Mentoring: A Collective Case Study Examining the Perceived Characteristics of Positive Transformational Figures
Author: Bean, Brent W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Mentors,Adult Education,Transformational Leadership,Supervisor Qualifications,Best Practices,Change Agents,Participant Observation,Interviews,Phenomenology,Influences,Individual Development,Caring,Helping Relationship,Empathy,Role Models,Time,Time Perspective,Scheduling,Emotional Response,Debt (Financial),Transformative Learning,Interpersonal Relationship,Spiritual Development,Therapy

The purpose of this collective-case study was to explore the characteristics of transformational figures. This study revealed that interpersonal encounters were seen as a catalyst that assisted study participants through the process of transformation. Ten themes emerged from the cross-case analysis: Imposed and Intentional Influence; Metaphors of Revolutionary Change; Characteristics of Kindness, Caring, and Compassion; Admiration for Transformational Figures; Time and Timing of Transformational Experience; Feeling Special; Positive Emotional Response; Debt to Repay; Reflective Thinking; and Interpersonal Connections.
Bridging Authentic Experiences and Literacy Skills through the Language Experience Approach
Author: Huang, Jiuhan
Date: 2013-00-00
Type: Journal Articles
Subjects: Language Experience Approach,Literacy,English Language Learners,Adult Education,English Instruction,Reading Skills,Limited English Speaking,Learning Activities,Phonemic Awareness,Phonics,Vocabulary Development,Reading Comprehension,Reading Fluency,Learning Experience

Although the research base is small on adult English language learners (ELLs) who are learning English while also acquiring basic literacy, this research can still guide instructional practices. The essential components of reading skills suggests that the Language Experience Approach has the potential to integrate relevant meaning-focused reading with the instruction of basic reading skills. An example using the Language Experience Approach with low literacy ELLs is provided.
Keeping Children Safe: Afterschool Staff and Mandated Child Maltreatment Reporting
Author: Gandarilla, Maria
Date: 2014-00-00
Type: Journal Articles
Subjects: Child Safety,Child Abuse,After School Education,After School Programs,Compliance (Legal),Disclosure,Child Neglect,Knowledge Level,Familiarity,Performance Factors,Responsibility,Educational Needs,Questionnaires,Caregiver Attitudes,Caregiver Training,Caregiver Role

With 8.4 million children in the U.S. spending an average of eight hours a week in afterschool programs, afterschool providers are an important part of the network of caring adults who can help to keep children safe. In addition, afterschool staff are &quot;mandated reporters.&quot; Whether or not the laws specifically mention afterschool staff, every state requires people whose employment puts them in contact with children to report suspected child abuse or neglect (Child Welfare Information Gateway, 2010). The close relationships that staff, children, and families often form in afterschool programs make it quite possible that children will disclose maltreatment or that staff will identify maltreatment warning signs. However, it is not clear that afterschool staff understand their responsibility to report this information to authorities. To begin to understand reporting of suspected child maltreatment by afterschool staff, the authors surveyed staff in a large California afterschool program about their knowledge of child maltreatment and mandated reporting. They also asked about their training in this area and about the factors that might influence their decision to report suspected abuse or neglect. The results suggest that further training may be necessary to help afterschool providers understand their responsibility to report and the process of making a report.
Max's Family Experience: Web-Resources for Working with Special Education Students and Their Families
Author: Theoharis, Raschelle
Date: 2011-00-00
Type: Journal Articles
Subjects: Autism,Early Intervention,Occupational Therapy,Speech Therapy,Special Education,Principals,Educational Legislation,Federal Legislation,Internet,Kindergarten,Administrator Characteristics

Today's principals are required to put in longer hours, lead larger schools, and supervise more faculty and staff members. Additionally they need to create a positive learning environment for students, a productive work environment for their employees, and contend with a variety of student behaviors at the building level. Aside from the duties briefly noted above, one of the major challenges principals encounter is guaranteeing that special education (SPED) programs are an active and welcomed part of the school community. Moreover the No Child Left Behind Act has increased principals' responsibilities to ensure the academic success for all students, especially students with disabilities. Similarly the reauthorization of the Individuals with Disabilities Education Improvement Act reinforced the requirements of NCLB. To ensure IDEIA mandates are implemented with the spirit in which they are intended, principals need to be informed and committed to increasing the academic and social outcomes for all students with disabilities. To illustrate the importance of the principal's ability to successfully create and foster a school climate, this article will present a case study that focuses on one family's interaction with two different elementary school principals with very diverse perspectives of SPED and students with disabilities, specifically a child with autism. Each case scenario illustrates issues related to a principal's ability or inability to: (1) Establish an effective and positive school climate that promotes access to the general education curriculum; (2) Communicate a clear understanding of the responsibilities to students with disabilities according to NCLB and IDEIA mandates; (3) Play an active role in Individual Education Program (IEP) meetings and promote success and access for all students; (4) Support the needs of families of children with disabilities. In addition, this article will provide web-based resources from the field of SPED--specifically autism--that support the need for principals to use effective leadership and communication skills to meet the needs of SPED programs, educators, students, and parents.
The Jar Is Half-Empty and the Jar Is Half-Full: Challenges and Opportunities in Graduating First-Generation African American Undergraduates
Author: Brown, O. Gilbert
Date: 2011-00-00
Type: Journal Articles
Subjects: First Generation College Students,Undergraduate Students,African American Students,Graduation,Graduation Rate,Institutional Characteristics,Disproportionate Representation,White Students,Achievement Gap,Educational Attainment,Cultural Capital,Academic Achievement,Colleges,Parent Attitudes,Parents,Expectation,Mentors,Social Networks,Academic Persistence,College Preparation,Advanced Placement Programs,Family Structure,Values,Parent Child Relationship,Reading Aloud to Others,Libraries,Technology Uses in Education,Public Schools,School Counselors,School Community Relationship

A gap exists between the degree to which African Americans embrace the cultural value of higher education attainment (Butchart, 1988; Du Bois, 1935; Mickelson &amp; Greene, 2006; Washington, 1900; Woodson, 1919) and the reality of their unsatisfactory undergraduate degree attainment at traditional white institutions (TWIs) (Allen, 1992; Allen, Jayakumar, &amp; Griffin, 2005; Brown, 1994). Metaphorically, the jar is both half-empty and half-full. The three-fold objective of this article is to describe what the jar of degree attainment looks like for African American undergraduates at TWIs; to outline the role that parents&apos; early and sustained academic expectations play in creating a home environment for their sons&apos; and daughters&apos; academic achievements in Pre-K-12 education and beyond; and to clarify and expand upon the position that educators have taken that early and sustained academic preparation is the key to increasing the pool of African American students who attend and graduate from TWIs. In this article, the socially constructed concepts of &quot;African American&quot; and &quot;black&quot; are used interchangeably to describe Americans who identify themselves as having historical origin from West Africa.
How Do Learners of English Overcome Non-Understanding?: A Sequential Analysis of &quot;English as a Lingua Franca&quot; Interaction
Author: Hanamoto, Hiroki
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Official Languages,Second Language Instruction,Sequential Approach,Japanese,Native Language,Interviews,Video Equipment,Indonesian,Chinese,Consciousness Raising,Intercultural Communication,Language Variation,Language Teachers,Persuasive Discourse,Teaching Methods

Although there seems to be no doubt that English as a lingua franca paradigm has affected the focus of English language teaching toward the issue of mutual intelligibility, studies involving only non-native English speakers (NNS-NNS interaction) are still in their infancy. Using a sequential analysis, this study examines how Japanese learners of English communicate with non-native English interlocutors who do not share their L1 background, and analyzes how they overcome non-understanding when a breakdown in communication occurs from the perspective of English as a lingua franca. Data from video-recording and interviews were collected and the interactions in the three groups, including L1 speakers of Japanese, Malay and Chinese, were analyzed. The analysis reveals that ELF users' interactional modifications probably vary depending on the interlocutors and the given context, and also that non-understanding might not be overcome only through a particular modification pattern, but that a few different types of modifications and negotiation of meaning may be needed for a successful communication among the interlocutors. These observations suggest that English as a lingua franca interaction is cooperative and mutually supportive. Based on these findings, raising teachers' awareness of the lingua franca role of English and the need for implementing the training of negotiation skills for a successful communication are also discussed.
Learning from Team Teaching and Beyond: A Case Study on EFL Teachers' Professional Development
Author: Chen, Cheryl Wei-yu
Date: 2014-00-00
Type: Journal Articles
Subjects: Faculty Development,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Sociocultural Patterns,Team Teaching,Elementary School Teachers,Foreign Countries,Foreign Nationals,Socialization,Communities of Practice,Novices,Qualitative Research,Interviews,Observation

Framed in the sociocultural theory, this case study was designed to investigate teachers' professional growth as situated in team teaching and the larger teaching context. The participants were one pair of Taiwanese and foreign English teachers who were in their first year of practicing team teaching in an elementary school in Hsinchu City, Taiwan. Results of this study support the situated and social nature of teacher learning, although the socialization of the participants did not follow the typical process of learning in community of practice (COP) in which newcomers become seasoned members of a community by slowly progressing from legitimate peripheral participation (LP) to full participation. Findings also suggest that to understand the complex and dynamic nature of teacher learning, the core as well as the non-core practices and members of a COP need to be taken into consideration.
Introducing Intertextuality-Aware Instruction as a Novel Approach of Teaching Reading Passages in EFL Context
Author: Khaghaninejad, Mohammad Saber
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Reading Comprehension,Guidelines,Control Groups,Gender Differences,Literary Genres,Pretests Posttests,Text Structure,Vocabulary,Teaching Methods,Foreign Countries,Institutes (Training Programs)

This study was an attempt to investigate the possible effect of intertextuality-aware instruction of reading passages on a sample of intermediate EFL learners of both genders. First, the intertextuality deployed through the reading passages of the study's course-book was focused inspired by Fairclough's (192) framework in terms of genre, text type, vocabulary, and structures as well as the reporting modes and intertextuality types. Moreover, 40 homogeneous female and male students were selected as the participants of the study in order to investigate the effect of intertextualty-aware instruction on their comprehension of reading passages. The findings indicated a significant difference between the performances of two groups on the final reading comprehension post-test in the way that experimental participants who experienced the study's treatment performed remarkably better than their peers in the control group. Furthermore, it was found that gender was not a determining factor for intertextuality-aware instruction in the way that participants of both genders had more or less similar performance on the study's post-test.
An Analysis of Chinese Students' Perception and Production of Paired English Fricatives: From an ELF Perspective
Author: Zhang, Yanyan
Date: 2014-00-00
Type: Journal Articles
Subjects: Asians,Pronunciation,English (Second Language),Difficulty Level,Language Role,Chinese,Native Language,Auditory Discrimination,Listening Skills,Reading Skills,Mutual Intelligibility,Phonemes,Intercultural Communication,Task Analysis,Auditory Perception,College Students,Foreign Countries

English has assumed a new role in international communication in recent decades, that is, as a Lingua Franca (ELF) among speakers with different first languages. This study attempts to investigate and analyze Chinese university students' perception and production of paired English fricatives from the perspective of ELF. By using a listening discrimination task and a reading task, respectively, the study examined how thirty two non-English major freshmen from a key university in Mainland China perceived and produced English fricative consonants. It was found that the participants had extreme difficulty distinguishing between the two sounds in three pairs of consonants in perception, namely, /ð-z/, /v-w/, and /?-s/. In terms of production, the participants tended to replace the English fricative sounds, especially /ð/, /?/, /v/, /?/, with various substitutes. These results indicate that Chinese students often have more difficulties with certain fricatives than with others. In addition, they seem to have particular problems with voiced fricatives. Therefore, it is suggested that priorities should be given to those that impede mutual intelligibility in international communication, namely, to those that fall into the Lingua Franca Core (LFC).
The Ideological Construction of English: A Critical Review on the Discourse of English in East Asia
Author: Lin, Han-Yi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English,English (Second Language),Language Variation,Language Attitudes,Global Approach,Language Role,Discourse Analysis,Government Publications,Advertising,Competition,News Reporting,Second Language Learning

This research investigates the ideological character of the English language in East Asia. It focuses on the prevailing beliefs, values and propositions relating to English as a global language and the spread of English in the non-English East Asian countries, namely China, Japan, South Korea and Taiwan. By analyzing how English is presented in governmental and educational documents, news reports and advertisement, it examines the presentation and construction of discourses and explores public assumptions on the English language. First, in the second section, it reviews the development of English in East Asia in the late 20th and early 21st century. The third section discuses the relations between language, ideology and discourse. Section Four illustrates the research questions and the rationale and hypothesis of this study. In the fifth section, the construction of discourses concerning English and ideological assumptions regarding the English language in these East Asian countries is investigated. Finally, discourses and presuppositions identified in the texts and their implications are discussed. This study sugests that discourses concerning English in East Asia are conditioned by the external global structure and the local socio-cultural context. Concepts such as globalization, internationalization, economic development, national competitiveness and individual competitiveness influence the discourses on English. In the context of East Asia, the ideology of English consequently functions as part of the mechanisms involved in the global spread of English.