ethanporcaro/eric-fulltext-meta huggingface dataset:
High School Students' Perceptions of Alcohol Prevention Programs
Author: Ogenchuk, Marcella
Date: 2012-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Prevention,Focus Groups,Alcohol Education,Drinking,Questionnaires,Grade 11,Qualitative Research,Statistical Analysis,Learner Engagement,Teaching Methods,Program Evaluation

The purpose of this study was to explore Grade 11 students' perceptions of programs related to the prevention of alcohol use in high school settings through an analysis of quantitative and qualitative data elicited from student questionnaires (n=452) and focus groups. It was found that students felt a need for increased information on alcohol education at the high school level. They identified content and preferred methods of delivery to improve cognitive, behavioral, and emotional engagement. Several metapolicy implications arose. At a broader policy level, provincial ministries may consider systematic collection of data to monitor youth alcohol use, as well as to inform educational programs and evaluate their efficacy.
Teachers and Decision-Making Processes: An Italian Exploratory Study on Individual and Collaborative Decisions
Author: Parmigiani, Davide
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Questionnaires,Teacher Collaboration,Foreign Countries,Heuristics,Decision Making,Teaching Methods,Check Lists

This research was aimed at highlighting the decision-making processes of Italian teachers; in particular, we have focused on individual and collaborative decisions developed both during meetings and in the classroom. The study has underlined the features of teachers' decisions when decisions are made in groups and individually. A questionnaire was administered to teachers (N=411) of Italian basic schools (pupils aged between 3 and 14 years old) and, in addition, we observed 18 meetings. The findings of this research indicate the main modalities for teachers' decisions when they work individually or in groups. For group decisions, we emphasize the level of teachers' involvement during meetings and how the participants process the information; from an individual point of view, we pinpoint the main features of instructional decisions and what types of heuristics and biases teachers use during instructional activities. (Contains 6 tables.)
Ending the Reign of the Fraser Institute's School Rankings
Author: Raptis, Helen
Date: 2012-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Educational Change,Classification,Achievement Rating,Program Termination,Information Policy,Information Dissemination,Access to Information,Performance Factors,Journal Articles,Position Papers,Disadvantaged Schools,Socioeconomic Influences,Foreign Countries,Educational Assessment,Educational Indicators

The Fraser Institute &quot;Report Card&quot; of school rankings has won the hearts of parents and the press. For over a decade, the rankings have been particularly burdensome for low-ranking (usually low socio-economic status, high-poverty) schools when parents of high-achieving children move them to higher-ranking schools. In February 2010, after defending parents' rights to access the rankings, Victoria's &quot;Times-Colonist&quot; newspaper decided not to publish them. Using critical discourse analysis, this article explores the rankings' long media reign and the &quot;Times-Colonist&quot;'s abrupt decision to stop publishing them. Discourse about the rankings is shaped by multiple factors including the relationship between the press and educators, as well as the nature of societal discourse--in particular, how powerful institutions create what Foucault calls &quot;regimes of truth.&quot; (Contains 4 footnotes.)
A Situated Account of Teacher Agency and Learning: Critical Reflections on Professional Learning Communities
Author: Riveros, Augusto
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Communities of Practice,Educational History,Teacher Empowerment,Educational Change,Educational Environment

We propose a practice-based focus for professional learning communities in schools. We start with a brief historical review of the approaches that have deemed peer collaboration as crucial for school improvement and explore how teachers' practices have been characterised in past reform initiatives. Second, we highlight the importance of "teacher agency" within professional learning communities. Third, we point out how a theory of situated cognition provides a robust epistemological framework for professional learning communities. Finally, we argue that a "situated" account of teachers' agency and professional learning will improve our understanding of peer collaboration initiatives and educational reform in general.
Trajectories of Educational Aspirations through High School and beyond: A Gendered Phenomenon?
Author: Shapka, Jennifer D.
Date: 2012-00-00
Type: Journal Articles
Subjects: High Schools,Educational Attainment,Academic Aspiration,Grade 9,Gender Differences,Attitude Change,Acceleration (Education),Barriers,Academic Achievement

Growth curve modeling was utilized to examine change in the educational aspirations of adolescents from early high school through to three years beyond high school, as a function of gender and other adolescent characteristics. Significant gender effects were found for level of education aspired to, rate of growth, and degree of acceleration: boys' aspirations were lower in early high school, accelerated at a faster pace to peak above girls' aspirations by the end of high school, and dropped more steeply so that, by the post-high school period, educational aspirations were equivalent across genders. Gender also interacted with Grade 9 achievement in determining educational trajectories. Finally, the perception that one faces barriers in educational attainment was found to significantly influence rate of growth and acceleration, indicating that change in aspirations over time differs between people who see barriers to their education and people who do not, independently of gender. Implications of these results for promoting students' educational aspirations are discussed. (Contains 6 tables and 3 figures.)
Administrative Supports and Curricular Challenges: New Teachers Enacting and Sustaining Inquiry in Schools
Author: Towers, Jo
Date: 2012-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Mathematics Instruction,Elementary School Mathematics,Grade 6,Beginning Teachers,Elementary School Teachers,Teacher Administrator Relationship,Instructional Materials,Principals,Preservice Teacher Education

This article draws on interviews with a recent graduate of an inquiry-based initial teacher education program, and on video data collected in his Grade 6 classroom, to explore the extent to which he was able to enact inquiry-based teaching approaches in his teaching of mathematics and to consider the kinds of resources (administrative and curricular) necessary to sustain and enhance such practices in today's schools. The findings support existing literature noting the importance of a supportive and knowledgeable school principal and extend that literature to detail the kinds of support that make a difference in sustaining, in particular, inquiry-oriented teaching practices. The study also draws attention to the need for further research concerning the kinds of curricular support materials necessary to help new teachers who are attempting to enact such practices to thrive in schools. (Contains 4 footnotes.)
Useful and Dangerous Discourse: Deconstructing Racialized Knowledge about African-American Students
Author: Brown, Keffrelyn D.
Date: 2012-00-00
Type: Journal Articles
Subjects: African American Students,Race,Teacher Education Programs,Cultural Differences,Educational Practices,Ethnic Groups,Discourse Analysis,Academic Achievement,Teacher Education,Models,Elementary School Teachers,Secondary School Teachers

Drawing from Michel Foucault's notion of "useful" and "dangerous" discourse coupled with the theory of racial knowledge, this article examines how two common counter-discourses about African-American students operate and create racial knowledge in education practice. By "counter-discourse", the authors refer to knowledge, theories, and histories that emerge as a direct challenge to commonly held deficit-oriented beliefs about racial groups and social phenomenon. They contend that while counter-discourses are useful to challenge problematic theories and practices, counter-discourses are not immune from dangers of their own. In a Foucauldian sense (Foucault & Rabinow, 1984), the authors maintain that counter-discourses are paradoxically both useful and dangerous. This article explores the double relational meanings of two contemporary counter-discourses: "oppositional culture theory" and the "cultural difference theory". They focus on these particular counter-discourses because they reflect common educational discourses used to understand African-American academic achievement. They illustrate how these discourses can operate in both useful and dangerous ways in teacher education. They conclude with a discussion about the complexities and implications of drawing from discourses that seek to improve, yet unintentionally may reinforce limiting, deficit thinking and ways to talk about and work with African-American students. Additionally, they offer three suggestions for how teacher education programs can help students understand and navigate between these counter-discourses.
Challenging Negative Perceptions of Black Teachers
Author: Milner, H. Richard
Date: 2012-00-00
Type: Journal Articles
Subjects: African American Teachers,Instructional Effectiveness,Teaching Methods,Teacher Attitudes,Teaching (Occupation),Educational Practices,Middle School Teachers,Urban Schools,Misconceptions,Teacher Characteristics,Negative Attitudes,Theory Practice Relationship,Interviews,Classroom Observation Techniques,Teacher Responsibility,Work Ethic,Teacher Role,Self Concept

In this article, the author focuses on a case study of an African-American teacher's perceptions about teaching and instructional practices in an urban middle school, Bridge Middle School. He provides a counter to some negative conceptions of Black teachers in general through a focus on this teacher: the way she thinks about her roles and responsibilities as a teacher as well as her pedagogical approaches. In essence, the author considers the perceptions and instructional effectiveness of Ms. Shaw, an experienced, African-American female, social studies teacher. He demonstrates that while conventional wisdom might suggest that the mindsets, perceptions, thinking, and practices described in this article are disadvantageous or ineffective, Ms. Shaw demonstrates that this "wisdom" can actually be myopic in scope and not necessarily accurate. In his effort to debunk some commonly held notions about Black teachers, the author employs a counter-narrative analytic tool to explain some of what he learned about Ms. Shaw's work at her school. Then, he expounds upon what he means by counter-narrative. (Contains 3 figures and 2 notes.)
Learning Mathematics while Black
Author: Martin, Danny Bernard
Date: 2012-00-00
Type: Journal Articles
Subjects: African American Students,African American Children,Mathematics Education,Research Methodology,Scholarships,Mathematics Instruction,Mathematics Achievement,Mathematics,Mathematics Curriculum,Stereotypes,Racial Identification,Racial Relations,Race,Whites,White Students,Comparative Analysis

While research by scholars has contributed greatly to an emerging knowledge base on Black children and mathematics, there continues to be a dire need for insightful research that de-centers longstanding accounts that have contributed to the construction of Black children as mathematically illiterate and as less than ideal learners relative to other student groups. Continued research will also help to refine the most promising theoretical and methodological approaches. In this article, the author argues for even greater attention by researchers to understand and document what it means to "learn mathematics while Black." This is not a narrow call meant to suggest that Black children are idiosyncratic in their mathematical  behavior and development. This is a call with much richer aims focused on learning and identity, two centrally important considerations in children's mathematical development. Yet, while it is important to discuss the development of Black children as "children", this call echoes the claims of many scholars who have argued that it is equally important to prioritize their development as "Black" children. The author contends that it is a call for understanding mathematics learning, development, and participation among Black children within their "phenomenal Black realities," giving attention to the micro-, meso-, and macro-level forces affecting their lives and utilizing culturally sensitive research methods to account for these forces. (Contains 1 figure and 8 notes.)
What Does Racism Have to Do with Leadership? Countering the Idea of Color-Blind Leadership: A Reflection on Race and the Growing Pressures of the Urban Principalship
Author: Gooden, Mark A.
Date: 2012-00-00
Type: Journal Articles
Subjects: African Americans,Urban Schools,Equal Education,Instructional Leadership,Principals,Racial Bias,Race,Educational History,Critical Theory,Films

Much of the history and study of leadership in general has omitted "other" perspectives in the literature. The same is true in educational leadership in general, and the principalship in particular. The discourse of the history of African Americans and their struggle to achieve equity in education has been enhanced by the work of noted scholars. However, this story is not complete without a discussion of the lives of African-American leaders, especially principals. It is also important that these histories are reported from perspectives of African-American scholars who do not present them from a deficit perspective. The purpose of this article is to disrupt the broader societal narrative of effective African-American principals of urban schools as portrayed in movies and media. The author is using critical race theory (CRT) as an analytical framework and relying on its themes to construct a counternarrative that challenges general societal assumptions about African Americans in general and urban African-American principals specifically. He briefly describes its hallmark themes. Next, he summarizes and then examines two films about African-American principals, "Lean on Me" (1989) and "Heart of Stone" (2009), using CRT. In the last part of the article, the author presents some recommendations for practice. He intends to start a line of inquiry that will expand the ideas and/or issues that may inadvertently support the idea of the hero leader. He concludes with a call for more research into this important area. (Contains 1 note.)
Black Males, Social Imagery, and the Disruption of Pathological Identities: Implications for Research and Teaching
Author: Howard, Tyrone C.
Date: 2012-00-00
Type: Journal Articles
Subjects: African American Students,Educational Objectives,Outcomes of Education,Educational Change,Researchers,Males,Teaching Methods,Imagery,Self Actualization,Self Concept,Educational Experience,Instructional Innovation,Low Achievement

Throughout the history of the U.S., racialized groups have often had their experiences profoundly shaped by social imagery in ways that have created tremendous hardships in the quest for self-actualization and a healthy sense of self. The purpose of this article is to shed light on the manner in which Black males have been one of the primary victims of negative social imagery and how the remnants of these constructions continue to have contemporary influences, particularly when it comes to their schooling experiences in the U.S. The goal of this work is to make an argument for the generation of new ideas, different conceptual frameworks, and innovative methods of inquiry that can be useful in dismantling negative imagery of Black males. It is the hope that these new approaches to studying Black males may play an important role in creating useful research, theory, and practices that will help to improve the schooling experiences and educational outcomes for Black males, who consistently find themselves at the bottom of most academic indices. This article offers an account of how researchers and practitioners can conduct their work in a manner that rejects pathological identities for Black males in P-12 schools, and instead develops a more comprehensive and complex account that recognizes Black males' academic promise and multifaceted identities. The authors seek to examine some of the concerns about the manner in which Black males are frequently viewed in schools and offer important design principles that can be utilized by educational practitioners, researchers--and Black males themselves--to disrupt deficit accounts of Black male academic and social potential.
They (Don't) Care about Education: A Counternarrative on Black Male Students' Responses to Inequitable Schooling
Author: Harper, Shaun R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Attainment,Content Analysis,Gender Differences,Equal Education,Social Justice,Student Educational Objectives,Academic Aspiration,Occupational Aspiration,African American Achievement,African American Attitudes,African American Education,African American Students,Essays,Beliefs,Educational Benefits,Demography,Familiarity,Doctoral Programs,Educational Attitudes,Misconceptions,Student Attitudes

Little is known about Black male students who graduate from high school, enroll in college, aspire to earn degrees beyond the baccalaureate, and espouse commitments to various career pathways in the field of education (teaching, school administration, education research, the professoriate, education policy, and so forth). What compels these men to care so much about education, despite what is routinely reported in the literature about their gradual disinvestment in schooling and comparatively lower rates of educational attainment? This question was pursued in the study upon which this article is based. This article is based primarily on a systematic content analysis of essays written by 304 Black male undergraduates attending colleges and universities across the United States. Each applied to participate in the University of Pennsylvania's Grad Prep Academy, an initiative for college juniors who aspire to earn Ph.D.s in the field of education. The results reveal three themes that build upon each other to show an uncommon perspective on Black male students' encounters with and responses to inequitable schooling: (1) awareness of educational inequities; (2) beliefs in education as the great equalizer; and (3) purposeful pursuits of the Ph.D. in education. (Contains 3 tables.)
(Im)migrations, Relations, and Identities of African Peoples: Toward an Endarkened Transnational Feminist Praxis in Education
Author: Okpalaoka, Chinwe L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Ethnicity,Slavery,Educational Experience,Immigrants,Black Studies,African American History,African Americans,Racial Identification,Afrocentrism,African American Education,Discourse Analysis,Immigration,Migration,Migrants,Intergroup Relations,Social History,Intellectual History,Labeling (of Persons),Social Experience,Womens Studies,African American Community,Social Science Research

This article focuses on the sense of what an &quot;African&quot; (American) identity could mean when viewed through the processes of migrations and fluid identities of contemporary African immigrant children as they interact with their African (Americans) peers in schools. The purpose of this article is to use data from a study of West African immigrant girls and their process of ethnic identity construction to support the authors' position for new discourses and methodologies that challenge the dominant discourses surrounding the Black educational experience in schools. This purpose can be articulated in two central questions that guide this article. First, how does one develop a new understanding of the variations of the term African and American by placing it in a global context (and the &quot;American&quot; in parentheses to designate those who were born of African people brought to the U.S. during the Trans-Atlantic slave trade)? Secondly, how does one acknowledge the role of temporality in current definitions of who is African (American)? The goal of this article is to examine the issue of appropriate naming of African ascendant people in the U.S. and to examine how asking new questions of who they are might lead to a more global framework for studying identity construction and negotiation for African ascendant people in the U.S. (Contains 3 notes.)
To Label or Not to Label: The Special Education Question for African Americans
Author: Gold, Moniqueka E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Mental Retardation,Emotional Disturbances,Learning Disabilities,Behavior Disorders,Special Education,African American Students,Labeling (of Persons),Psychological Characteristics,Psychological Needs,Cultural Differences,Academic Achievement,Achievement Need

Over the years, the benefits of categorically identifying and labeling students with disabilities have been debated on many grounds, particularly when it comes to labeling African-American children who many argue are over-labeled or disproportionately represented in selected categories such as learning disabilities. In this article, the authors address the following question: Is labeling African-American students for special education purposes in the best interest of these students? They argue that labeling African-American students in special education is not advantageous and can even be counter-productive. They contend that whatever good intentions, once students are labeled, especially African-American students, the extra "baggage" that comes with that label may be a burden too heavy to carry. This article focuses on the negative impact of labeling for African-American students in special education. Although there are 13 specific categories of disability defined by law, this article focuses on the controversial categories of Learning Disabilities, Serious Emotional Disturbance (includes emotional and behavioral disorders), Intellectual Disabilities (formerly Mental Retardation), and the associated subcategories. (Contains 1 table.)