ethanporcaro/eric-fulltext-meta huggingface dataset:
Balancing Content &amp; Language in the English Language Development Classroom
Author: Reynolds-Young, Danielle
Date: 2014-00-00
Type: Journal Articles
Subjects: Course Content,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Curriculum Development,Language Teachers,Preservice Teachers,Teaching Methods,Language Proficiency,State Standards,Bilingual Education Programs,Spanish,School Districts,Interviews,Teacher Attitudes,Observation,Video Technology,Writing (Composition),Units of Study,Grade 2,Elementary School Students,Hispanic American Students,Animals,Classification,Comparative Analysis

Although course assignments require English as a Second Language (ESL) teacher candidates to design activities, performance assessments, and lessons that balance the teaching of the English language and academic content, the ESL teacher candidates remain perplexed as to how to teach without a prescribed curriculum. The answer is challenging, given the flux that the field is experiencing nationwide, a lack of consensus among theorists and researchers regarding effective English Language Development (ELD) instruction, the variety of ELD program models that operate in U.S schools, and a scarcity of resources (or lack of funding for them) that provide structure and continuity over the course of an academic year (Goldberg, 2008). The Oregon Department of Education (ODOE) recently adopted new English language proficiency (ELP) standards that address the teaching of language forms and functions with connections to academic content (ODOE, 2013). This is a starting point for developing curriculum and instruction that teaches language in context. However, how does one move from a curriculum focused on grammar forms to one that is balanced with content? Sally Hood collaborated with teachers in a school district in Oregon who work in a dual language immersion (DLI) program (Spanish-English; 80:20 model). The purpose of the project was to document how an ELD teacher plans and implements content-based instruction (CBI). The question driving the project was: How does an ELD teacher balance the teaching of language and content during ELD? The research began with an interview focused on details of a teacher's curriculum planning and was followed by eight classroom observations that were videotaped. The data also included students' writing samples that they completed throughout the unit. Students' parents signed permission slips for them to participate in this study and the study was approved through the University of Portland's Human Subjects Review Process. The second grade ELD class included 15 ELs (Latinos) designated at the &quot;early intermediate&quot; level of English language proficiency. The thematic unit, &quot;Animal Classification,&quot; focused on adaptation and classification using comparison functions and subject-verb coordination forms.
Implementing Case Studies in Language Teacher Education and Professional Development
Author: Kelch, Kenneth
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Language Teachers,Faculty Development,Critical Thinking,Thinking Skills,Course Content,Teacher Education,Second Language Learning,Second Language Instruction,Teaching Methods,Teacher Collaboration,Guidelines,Student Evaluation,Case Method (Teaching Technique)

Case studies are often traditionally thought of as being used in medical, legal, and business training. Physicians have long been trained by the case method, as medical school students are presented with the particulars of a patient's medical problem and are tasked with providing a diagnosis and course of treatment. In the legal field, Stanford Law School, for instance, uses case studies that &quot;place students in the roles of lawyers and policy makers and teach fundamental lawyering skills such as investigating facts, counseling, and resolving ethical dilemmas&quot; (Stanford Law School Case Studies Collection, 2012). In business schools, case studies have been used to teach business ethics, management, marketing, consumer behavior, sales, organizational behavior, entrepreneurship, and any number of other topic areas (Smith, 2010). In teacher education, the authors argue, case studies offer a pedagogically sound approach to promoting the acquisition of course content among pre-service teachers and to fostering the professional development of in-service teachers. They are an ideal vehicle by which to engage participants in applying critical thinking skills to the identification and evaluation of problems and issues which teachers face every day in their classrooms and schools, and allow them to collaborate in articulating responses to these problems. Ultimately, engagement in the case method allows educators to develop a deeper understanding of their own beliefs, values, and conceptions of their teaching in relation to the particulars of the context in which they work. In this article, the authors describe how the case method can be implemented in teacher education and and its benefits towards professional development.
Learning from Families: Pre-Service Teachers&apos; First Interactions with Parents
Author: Brannon, Diana
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Parent Teacher Cooperation,Parent Participation,Barriers,Experiential Learning,Elementary School Teachers,Literacy Education,At Risk Students,Family Programs,Student Attitudes,Communication Strategies,Limited English Speaking,Hispanic Americans,Grounded Theory

Parent involvement is essential to student success. However, it is also often a struggle for even the most experienced teacher to get parents involved. There are many barriers to parent involvement including issues related to parents finding the time, understanding its importance, and speaking a different language in the home. That is the reality of teaching. However, early and frequent field experiences for pre-service teachers involving parents can provide an opportunity for pre-service teachers to learn to identify issues, appreciate the importance of parents in the education of their children, and help pre-service teachers commit to the practice of parent involvement (Baum &amp; Swick, 2008). This study offered an initial experience for preservice teachers that provided them valuable insights about parent involvement and added an important dimension to pre-service teachers' class discussions about working with families.
Action Research and Project Approach: Journey of an Early Childhood Pre-Service Teacher and a Teacher Educator
Author: Wastin, Ellie
Date: 2014-00-00
Type: Journal Articles
Subjects: Action Research,Preservice Teacher Education,Preschool Teachers,Kindergarten,Questioning Techniques,Classroom Techniques,Inquiry,Preschool Children,Video Technology,Reflection,Feedback (Response),Knowledge Level,Self Esteem,Hands on Science,Experiential Learning,Internship Programs,Teacher Educators

The purpose of this article is to share an action research study conducted by an early childhood pre-service teacher in a Kindergarten classroom. There were dual goals for this action research: (a) to enhance preservice teacher's questioning and classroom management strategies, and (b) to enhance Kindergarten children's scientific inquiry and knowledge. A teacher guided mini-project approach was adopted as a main instructional methodology for a &quot;Rain and Water Cycle&quot; project. Using video, we documented self-reflection and feedback. Through this experience, the pre-service teacher gained both knowledge and confidence. At the same time, the Kindergarten children took an active role in investigating the &quot;Rain and Water Cycle&quot; through a variety of hands-on learning experiences. Based upon children's work samples and other documentation, it was evident that their cognitive growth and learning, especially who were typically performing at the below grade level, was extensive. Challenges and possibilities related to pre-service teacher action research within the early childhood teacher preparation programs are shared. Ideas for adopting action research frameworks to reconceptualize early field internships are also discussed.
Critical Dialogues about the Reading Process with In-Service Teachers and Children
Author: Kim, Koomi
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Reading Instruction,Reading Strategies,Elementary School Students,Reading Comprehension,Literacy Education,Teacher Educators,College School Cooperation,Student Attitudes,Interviews,Learning Activities,Cognitive Processes,Metacognition,Coaching (Performance),Reading Programs

This article investigates how teacher educators and teachers collaborate via dialogic interactions to support the development of elementary students' reading strategies. By implementing comprehension-centered reading tools such as the Burke reading interview and strategy rulers in partnership with in-service teachers, we are able to sustain ongoing inquiry and evaluation of effective literacy practices that enhance student learning.
The Preparation of Mentors Who Support Novice Teacher Researchers
Author: Schulte, Ann
Date: 2014-00-00
Type: Journal Articles
Subjects: Action Research,Mentors,Teacher Education Programs,Teacher Researchers,Teacher Educators,Rural Schools,Cooperating Teachers,Teacher Responsibility,Teacher Collaboration,Surveys,Grants,Teacher Competencies,Teacher Role

Action research has been an important part of teacher preparation in many preservice programs, and there has been research done to determine the impact of their action research on student teachers' learning. However, self-study of how teacher educators instruct teacher-researchers is limited. Even more rare is research on how teacher educators prepare school-based personnel to support student teacher-researchers. As part of the Rural Teacher Residency (RTR) program faculty at California State University (CSU)-Chico, Ann Schulte had been given the major responsibility of planning and involving the Mentors (i.e. cooperating teachers) in the Residents' action research process. She set out to conduct her own action research to assess the impact of the preparation that she was providing Mentors. She was looking to collect data that would help her to know the success of what had been provided the first year so she could appropriately modify these practices for the following year. Her research question was: What is the impact of the resources she provides on the ways Mentors perceive their role in this action research process? This article details the findings from data collected during the first year's cohort and halfway through the second year's cohort. The two most significant resources in preparing Mentors to feel confident in supporting their Residents in their action research were: (1) experience with the action research process; and (2) veteran Mentors and Residents describing their experiences and answering questions. Faculty presentations of information and additional print resources were helpful for some, but according to the surveys, these were the least helpful overall.
Don&apos;t Waste My Time; Exploring the Reflective Journaling Requirement in the Student Teaching Experience
Author: Spiker, Amy
Date: 2014-00-00
Type: Journal Articles
Subjects: Journal Writing,Reflection,Preservice Teacher Education,Action Research,Teacher Educators,Preservice Teachers,Student Attitudes,Student Surveys,Focus Groups,Student Journals,Student Needs,Preferences

For many years reflective journaling has been a required component of the student teaching experience at the University of Wyoming. Through action research, Amy Spiker, an instructor at the University of Wyoming, set out to explore the perceived disconnect between what faculty desires for and from student teachers and what student teachers view as a valuable form of reflection. She surveyed all student teachers assigned to her and then worked with a focus group of five students to explore the use of an interactive online platform (Edmodo.com) to create a place to dialogue with other students and to purposefully reflect. Her hope was to inform her own teaching and supervision of student teachers and to find ways to make reflection more interactive and meaningful through shared experiences and online conversations. Research findings revealed that journaling is viewed by students as a personal experience. In order for it to be meaningful it must be flexible according to student needs and preferences. By adding opportunities for dialogue related to reflection there is potential for deeper growth. Students enjoyed the process of the online journal format.
Action Research as First Year Faculty: Exploring the Path Less Taken
Author: Daniels, Emily A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Action Research,College Faculty,Beginning Teachers,Masters Programs,Graduate Students,Educational Research,Responsibility,Preservice Teacher Education,Teacher Researchers

Students enter Emily Daniels' and Maureen Squires' combined Bachelor of Arts/Master's in the Science of Teaching Program as undergraduates or move into their MST Program as Master's candidates matriculating after they have earned Bachelor's degree elsewhere. Both groups of students take the research class during their first semester of graduate work. The students are seeking certification in childhood or adolescent education in the content areas including math, science (e.g., biology, geology, chemistry, physics), English, social studies, and foreign languages (e.g., Spanish, French). The yearlong research course opens with a focus on general information and the exploration of educational research, which leads to the development of a collaborative research proposal during their first semester. Their second semester is dedicated to implementing the research project through the collection and analysis of data, the writing-up of their project and a poster session presentation. Beginning the process of research as first-year faculty members, Daniels and Squires confronted multiple levels of complexity. They worked to balance various nuances of learning systems, instructional skills and practices, and the organization of instructional environments while addressing students' needs, alongside their academic and campus-wide responsibilities. The juggling of these responsibilities and identities contributed to their desire to understand how their development as scholars was parallel to the development of their students. Daniels and Squires began to consider research to be a topic, an experience, and an identity. Across these many levels, they found themselves struggling to portray the topic of research to their pre-service teachers as something intriguing, informative, necessary and perhaps potentially empowering. Herein, they provide a discussion based on these questions: What does it mean to be a teacher as well as a researcher? How do we combine these identities and practices?
Indoor Environmental Quality of Classrooms and Student Outcomes: A Path Analysis Approach
Author: Choi, SeonMi
Date: 2014-00-00
Type: Journal Articles
Subjects: Pollution,Classrooms,Outcomes of Education,Environmental Influences,Path Analysis,College Students,Student Satisfaction,Learning,Classroom Environment,Classroom Design,Lighting,Acoustics,Furniture,Aesthetics,Educational Technology,Climate,Student Surveys

The purpose of this study was to investigate the relationship between indoor environmental quality (IEQ) in a set of university classrooms and students' outcomes, i.e., satisfaction with IEQ, perceived learning, and course satisfaction. Data collected from students (N = 631) of University of Minnesota were analyzed to test a hypothesized conceptual model by conducting a path analysis. Findings suggested that IEQ of the classrooms, such as thermal conditions, indoor air quality, acoustic conditions, lighting conditions, furnishings, aesthetics, technology, and view conditions, was associated with positive student outcomes. Implications for classroom design were discussed with suggestions for future research.
How Does Talk around Reading Influence Comprehension in Third Grade?
Author: Tomczak, Karen Gruhn
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Grade 3,Elementary School Students,Audio Equipment,Reading Strategies,Handheld Devices,Cooperative Learning,Discourse Analysis,Oral Reading,Coaching (Performance),Peer Relationship,Metacognition,Questionnaires,Student Attitudes,Books,Teacher Student Relationship

This study attempts to document the efficacy of peer-support and self-monitoring during partnered reading by third grade students as evidenced by their discourse. Pairs of third grade students engaged in partnered reading in a general education third grade classroom. Their oral reading, coaching and conversations were recorded using i-Pod2s over the course of twenty days. The digital audio recordings were then analyzed to determine if the students employed reading strategies, what types of reading strategies they used, and how other discourse between the students influenced reading behaviors.
Roles beyond Instruction: Facilitating the Development of Preservice Teachers
Author: Franco, Yvonne
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Role,Preservice Teacher Education,Teacher Education Programs,Action Research,Teacher Educators,Teaching Methods,Teaching Skills,Teacher Characteristics,Teacher Effectiveness,Educational Practices,Student Experience,Seminars,Video Technology,Communities of Practice,Advisory Committees,Response to Intervention,Parent Teacher Cooperation,Classroom Techniques,Student Projects

Identifying a Signature Pedagogy that ensures high-quality teacher preparation is essential to the field of teacher education, as inconsistencies across programs throughout our country threaten our profession. Drawing on a comprehensive study of the professions, Lee Shulman (2005) provides a lens from which to identify Signature Pedagogy and the underlying experiences that support it, as pedagogies of uncertainty, engagement, and formation. As a teacher-educator, this action research study examines my efforts in understanding how I can use my knowledge of Signature Pedagogy to design, implement and study practices that facilitate pre-service teachers' conceptualization of the teacher's role beyond instruction. Using Shulman's lens, I identify specific pedagogical experiences that lead to developing this conceptualization, and explore the critical role of the teacher educator in ensuring the effectiveness of these experiences.
Promoting Reflective Practices in Special Education through Action Research: Recommendations from Preservice Teachers
Author: Conroy, Paula Wenner
Date: 2014-00-00
Type: Journal Articles
Subjects: Qualitative Research,Special Education,Teaching Methods,Action Research,Preservice Teachers,Reflective Teaching,Practicums,Student Teaching,Intervention,Program Development,Program Implementation,Program Evaluation,Student Journals,Interviews,Questionnaires,Skill Development,Student Needs

The purpose of this qualitative study was to explore the relationship of pre-service teachers with action research. Faculty researchers wanted to find out if pre-service teachers could learn and apply the principles of action research in their teaching and to investigate how action research could be used to promote or encourage reflective teaching of pre-service teachers. Teachers-in-training were challenged to conduct action research projects in schools where they were completing their practicum in special education. The pre-service teachers participated in a course training module on action research over a four week period prior to beginning their practicum. Once established in their student teaching practicum setting, the pre-service teachers developed and carried out an action research project following the guidelines given in the training module. They were challenged to identify a learning problem or behavior, design an intervention, carry out the intervention, evaluate it and then reflect on the process. Approval was granted for this project through the University of Northern Colorado Institutional Review Board (IRB). There were four data collection points used to gain insight to the process of action research from the perspective of five pre-service teachers, each semester, over four semesters (20 pre-service teachers total): (1) initial questionnaire; (2) daily reflective journal; (3) interview by a faculty member; and (4) follow-up questionnaire. Findings showed that pre-service teachers were highly focused on teaching skills their students needed in order for them to be successful in general education programs. Through action research, teachers learned that this approach to teaching was highly flexible and responsive to the needs of the individual student. Action research was reported as being a beneficial exercise in coming up with new ideas and trying out teaching strategies. The participants felt that the action research project helped them frame these interventions and reflect upon them to determine their value.
Building of Requirement: Liberating Academic Interior Architecture
Author: McLane, Yelena
Date: 2014-00-00
Type: Journal Articles
Subjects: School Buildings,Educational Facilities Improvement,State Universities,Interior Design,Architecture

The authors focus on the strategies employed in the recent renovation of the William Johnston Building at Florida State University, in which the historical exterior was preserved, while the interiors were adapted to new functions as classrooms, study centers, and common spaces with intentionally undefined purposes. The building's various use capacities, together with the flexibility of its interior environments, makes it a &quot;building of requirement.&quot; The paper reveals how the building's historical interior layouts and architectural elements defined the approach to realizing a postmodern and future-oriented building while fostering new encounters and forming new user familiarities, thereby contributing to the evolution of the structure as living history.
Collaborative Knowledge Creation in the Higher Education Academic Library
Author: Lee, Young S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Libraries,Cooperation,Group Activities,Student Surveys,Undergraduate Students,Statistical Analysis

Collaboration has become a core competency of the 21st century workforce. Thus, the need of collaboration is reshaping the academic library in higher education to produce competent future workforce. To encourage collaboration in the academic library, knowledge commons that integrate technology to infrastructure and system furniture are introduced. The article examines college students' collaborative activities for knowledge creation at a university academic library via a survey, using the theory of organizational knowledge creation. It analyzed student group activities, based on the four types of activities in knowledge creation. A total of 385 undergraduate students completed the survey. The survey results indicated that the most frequent group activity is individual-oriented activity, followed by socialization activity, creating contents as a group, and group learning activity. However, when analyzed by frequent activities by the same users, the majority of users were doing all four activities, followed by individual-oriented activity only, and individual-oriented and socialization activities. The results revealed different trends in the engagement of the four knowledge creation activities between knowledge workplace and the academic library. Several implications to encourage collaborative activities are suggested.