ethanporcaro/eric-fulltext-meta huggingface dataset:
When Cultures Meet, What's a Teacher to Do? Highlighting the &quot;Cultural&quot; in &quot;Literacy as a Socio-Cultural Tool&quot;
Author: Bird, Cindy
Date: 2005-00-00
Type: Journal Articles
Subjects: Literacy,School Culture,Cultural Influences,Social Influences,Cultural Awareness,Professional Identity,Teaching Methods,Teaching Models,Cultural Differences,Culturally Relevant Education,Educational Practices,English Teachers,Cultural Context,Classroom Environment,Classroom Techniques

Cultures determine identity in that they prescribe the &quot;food, festivals, and fashion&quot; of their members; for example, rap music, baggy pants and gestured dancing identify the hip hop culture (recognizable to both &quot;members&quot; and &quot;non-members&quot;). Cultural identities are created and maintained by &quot;literacy&quot;--the ability to read and write the &quot;texts&quot; of a culture. Thus in this broad sense, literacy is a socio-cultural &quot;tool,&quot; and mastering it means &quot;success&quot; within a culture. The purpose of this article is to explore the socio-cultural nature of literacy as it relates to identity both for teacher and student, and to examine the use of literacy as a tool for &quot;success&quot; in the culture of school. The article concludes by delineating four pedagogical choices: the &quot;uni-cultural,&quot; the &quot;unicultural 'plus',&quot; the &quot;multi-cultural as motivator,&quot; and the &quot;multi-cultural as curriculum.&quot; These are available to all teachers who stand in their classroom doorways at the meeting place of multiple cultures--their own, the school's, the classroom's, and their students'.
Exploring the Effect of Reader Response Plus on Twelfth Grade Students with Disabilities' Reading Comprehension and Attitudes toward Reading
Author: Granger, Noelle
Date: 2007-00-00
Type: Journal Articles
Subjects: Reader Response,High School Seniors,Grade 12,Disabilities,Reading Difficulties,Reading Comprehension,Reading Attitudes,Rural Education,Special Education,Discussion (Teaching Technique),Measures (Individuals),Questionnaires,Check Lists,Journal Writing,Scoring Rubrics,Reading Improvement,Reading Programs,Intervention

The purpose of the study was to examine how reader response journals followed by classroom discussion (&quot;Reader Response Plus&quot;) contributed to students' reading comprehension and to their attitudes toward reading. The study was conducted in a rural school in upstate New York. The twelfth grade class that participated in the study consisted of six students in a special education classroom, four of whom were randomly selected as focus students. As they read the award-winning novel, &quot;The Watsons Go to Birmingham,&quot; by Christopher Paul Curtis, students responded in reader response journals and participated in classroom discussions where these responses were shared. Classroom discussions allowed to consider the perspectives of others and gain new information. Instruments used to collect data include the &quot;Qualitative Reading Inventory-3,&quot; a journal rating rubric, a reading attitude questionnaire, an individual attitude checklist, and field notes. Findings indicate that &quot;Reader Response Plus&quot; contributed to improvements in reading comprehension and attitude. All four of the focus students increased either their independent, instructional, or frustration levels of reading comprehension based on the &quot;QRI-3.&quot; Each student also demonstrated an improvement in reading comprehension based on data collected from rubrics used to assess journal entries. Throughout the course of the study, the students also became more actively engaged with the text and began to participate more during discussion.
Overcoming Theoretical and Pedagogical Impediments to Quality Literature Discussions
Author: Serafini, Frank
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Practices,Discussion Groups,Literature Appreciation,Educational Quality,Teaching Methods,Barriers,Performance Factors,Group Discussion,Group Dynamics,Change Strategies,Classroom Environment,Classroom Techniques

Literature study discussions have been included in many instructional frameworks for the past twenty years. As classroom teachers struggled to get quality discussions going, researchers and educators offered a variety of pedagogical approaches, theoretical considerations, and instructional resources to support their efforts. While the use of literature study groups may remain an important component of instruction, particular theoretical and pedagogical considerations may, in fact, impede the quality of the discussions. This article focuses on overcoming some of the theoretical and pedagogical impediments necessary to enact and support quality literature discussions.
10 Ways to Imbed ELA Skills into the Math Curriculum
Author: Golden, Margaret
Date: 2007-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Skills,Interdisciplinary Approach,Teaching Methods,Mathematics Instruction,Problem Solving,Word Problems (Mathematics),Mathematics Achievement,Writing Skills,Oral Reading,Standardized Tests,Story Reading,Visual Aids,Literature

The author describes 10 classroom activities that are designed to promote reading comprehension and organizational skills in the context of solving math problems. These lessons help students to clarify the information within math problems, identify what operations are necessary, and express their solutions more accurately and precisely. A bibliography of recommended stories with math themes is included.
Reading and Responding in the 21st Century: Digital Literacies and the NYSRA Charlotte Award
Author: Jensen, Pegeen
Date: 2010-00-00
Type: Journal Articles
Subjects: Awards,Media Literacy,Multiple Literacies,Technology Integration,Student Projects,Web 2.0 Technologies,Multimedia Materials,Book Reviews,Electronic Mail,College Students,Grade 1,Language Arts,Teaching Methods

Reading projects that integrate technology engage today's students and prepare them to be literate in the 21st century. In this article, we describe in detail successful podcasting and wiki projects conducted with NYSRA Charlotte Award nominated books. We also explore additional digital literacy projects that teachers can use in their literature programs.
The Cultural Voices of Children's Literature: Web Site Supported Instruction to Unify Theme and Content for Curricular Applications
Author: Brakas, Nora Jachym
Date: 2005-00-00
Type: Journal Articles
Subjects: Childrens Literature,Classification,Web Sites,Coding,Teaching Methods,Cultural Awareness,Faculty Development,National Standards,Social Studies,Language Arts,Content Analysis

We present a fundamentally new coding procedure and a two-dimensional Curriculum Tool that reclassifies culturally diverse storybooks for the purpose of teaching cultural understanding. The reclassification results in 9 &quot;cultural voices&quot;--the joining of a book theme and its complexity of cultural content--used as the basis of various teaching approaches linked to the National Standards for the Social Studies and the English Language Arts. Using a formal content analysis, 85 books were analyzed, coded and categorized. Our web site, www.academic.marist.edu/culturalvoices, complements our work and was designed for professional growth and collaboration.
Kenny, Bud, and Now Luther! Using Curtis' Books in the Classroom
Author: de Beck, Sharon M.
Date: 2005-00-00
Type: Journal Articles
Subjects: Reading Materials,Reading Material Selection,Young Adults,Classroom Techniques,Teaching Methods,Educational Practices,Educational Strategies,Authors,Reading Instruction,Learning Activities

Christopher Paul Curtis is an internationally known author of books loved by young adult readers. &quot;The Watsons Go to Birmingham--1963&quot; and &quot;Bud, Not Buddy&quot; have now been joined by &quot;Bucking the Sarge,&quot; Curtis' newest book. This article will share information about each of the texts, as well as how they can be used in the classroom, with activities and strategies for before, during, and after reading.
Contemporary Forms of Memoir: How to Use Blogs and Zines in the Classroom
Author: Woodcock, Christine
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Practices,Web 2.0 Technologies,Web Sites,Definitions,Information Security,Technology Integration,Classroom Techniques,Biographies,Periodicals,Safety Education,Electronic Publishing

Technology is changing the ways we write memoir, and teachers can be incorporating new forms into their teaching of writing. Newer forms of memoir such as zines and blogs are also becoming part of classroom practices, and, as teachers, we must be ready to engage and support students in such endeavors. This paper addresses three topics, all of which will be meaningful to teachers. First, I will provide definitions of blogs and zines so that teachers may have a rich understanding of their functions. Second, I will explore the various, complex roles that blogs and zines play in the lives of students, and hence, in their learning. Third, I will offer several tangible examples of how to meaningfully integrate contemporary forms of memoir into everyday classroom practice, with considerable attention paid to the safety issues associated with children and adolescents using new media and technologies.
The Up-Side of State Mandates: Moving the Reading Clinic to a High-Need School
Author: Cirincione, Karen
Date: 2007-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Literacy,Reading Centers,Community Education,Community Needs,Disadvantaged Environment,Educational Practices,Outreach Programs,Hispanic American Students,Program Descriptions,Barriers,Graduate Students,Educational Benefits,Community Benefits,College School Cooperation,Practicums,Middle Schools

In order to comply with the New York State Education Department's (2000) recertification mandates for teacher education programs, the reading clinic of the Master of Science in Literacy Education program at Dowling College, Oakdale, New York was moved to a high-needs school district. This school district was seriously deficient in its pass rate on the NYS English Language Arts tests. The students were predominantly Hispanic, and the census index was 16. This article describes the steps taken to make this move and the challenges, as well as the benefits, of locating the reading clinic in a high-needs school.
A Summer Literacy Approach Yields Success for Inner-City Children
Author: Sinatra, Richard
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Practices,Summer Programs,Reading Programs,Literacy,Concept Mapping,Writing Processes,Childrens Writing,Multimedia Materials,Student Projects,Writing Improvement,Partnerships in Education,Program Development,Program Descriptions,Program Effectiveness,College School Cooperation,Elementary School Students,Urban Schools,Teaching Methods

This report describes the organizational structure, a literacy approach called the 6Rs, and theme-related components that occurred over three summers at CampUs. Thousands of inner-city children from housing development sites located in New York City's five boroughs were bused to a metropolitan university. During 10-day cycles, children read trade books related to themes, used concept maps to help reason through and retell/reconstruct the readings, wrote and revised papers, and did multi-media computer projects related to the themes. Informal evaluations of children's writings revealed both improvements in writing and awareness of the CampUs theme messages.
A Review of Students' Text Selections in Sustained Silent Reading
Author: French, Michael P.
Date: 2004-00-00
Type: Journal Articles
Subjects: Sustained Silent Reading,Reading Material Selection,Grade 4,Elementary School Students,Reading Ability,Classroom Techniques,Gender Differences,Preferences,Difficulty Level

The purpose of the present investigation was to sample the range of texts selected by 21 students in sustained silent reading in a single fourth-grade classroom. Using a sampling technique developed by French and Foster (1992), single pages from sampled texts were evaluated. The evaluation found that most students were reading fiction (n = 14), with some reading information texts (n = 4) and comic anthologies (n = 3). We found the range of reading levels spanned the grade levels from 1.3 to 11.5. Further analysis indicated boys and girls were distributed evenly across all categories. However, we also identified that the students, especially girls, did not read books commensurate with their levels of reading ability. Implications for classroom implementation of sustained silent reading are offered.
Guidelines or Commandments? Reconsidering Core Principles in Extensive Reading
Author: Macalister, John
Date: 2015-04-00
Type: Journal Articles
Subjects: Guidelines,Reading Instruction,Teaching Methods,Second Language Learning,Second Language Instruction,Reading Habits,Reading Processes,Reading Materials,Reading Material Selection,Curriculum Design

In this article, John Macalister draws attention to the fact that the term &quot;extensive reading&quot; can have multiple meanings. It has been used to include breadth of reading and time spent reading, as well as both amount of new reading and amount of text read. It is, therefore, perhaps unsurprising that teachers can hold differing views as to the nature of extensive reading and that it manifests itself in different ways in the classroom, if it is present at all. Given the confusion that can exist, Macalister attempts to add clarity to the guidelines of the ten principles proposed by Day and Bamford (2002). Extensive reading is not a difficult concept but suffers at times from being differently understood by teachers and researchers, leading to some confusion in the literature surrounding it, and at other times suffers from attempts to over-complicate it. In this paper Macalister has tried to de-mystify extensive reading, drawing on--and reducing in number--the principles proposed by Day and Bamford (2002) over a decade ago as these principles continue to provide a sound basis for understanding and implementing successful reading practices in the language classroom.
If You Build It, They Will Come: From a &quot;Field of Dreams&quot; to a More Realistic View of Extensive Reading in an EFL Context
Author: Mori, Setsuko
Date: 2015-04-00
Type: Journal Articles
Subjects: Reading Habits,English (Second Language),Second Language Learning,Reading Motivation,Surveys,Student Attitudes,Correlation,Asians,Teacher Role,Peer Influence,Reading Interests,Second Language Instruction,Native Language,Reading Research

There is no shortage of studies that have reported the beneficial effects of extensive reading (ER) on various aspects of second/foreign language acquisition, including reading comprehension, reading speed, and vocabulary development. Anecdote after anecdote shows the effectiveness of ER, and no one seems to repudiate the power of reading in large quantity. This is all fine and good; however, definitions of ER still vary depending on the particular ER researcher or practitioner, despite the fact that most of them refer to Day and Bamford's 10 principles of ER (1998, 2002) as a theoretical and pedagogical baseline. According to Day and Bamford, ER is best implemented in circumstances where learners can choose from a variety of easy materials on a wide range of available topics (principles 1, 2, and 3), and read individually and silently (principle 8) for pleasure and information (principle 5) at a faster speed (principle 7) in large quantity (principle 4) with reading being its own reward (principle 6). Although most researchers and practitioners seem to adhere to principles 1, 2, 3, 4, 7, and 8 to varying extents and degrees, they may not always be truthful to principles 5 and 6, as they have to deal with a paradoxical situation in which pleasure reading is implemented as a course requirement. Principle 5, &quot;The purpose of reading is usually related to pleasure, information and general understanding,&quot; and principle 6, &quot;Reading is its own reward&quot; are both closely associated with reading motivation. Considering that reading, especially reading in a second/foreign language, is an inherently effortful activity that involves choice, motivation is essential to reading extensively. Therefore, in this article I would like to revisit principles 5 and 6 from the point of view of reading motivation, with a focus on ER in the EFL classroom.
Principles Guiding Vocabulary Learning through Extensive Reading
Author: Nation, Paul
Date: 2015-04-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Reading Habits,Reading Instruction,Educational Principles,Teaching Methods,Dictionaries,Context Effect,Linguistic Input,Second Language Instruction,English (Second Language),Reading Processes,Learning Processes

Extensive reading is one of a range of activities that can be used in a language learning course. Ideally, the choice of activities to go into a course should be guided by principles which are well supported by research. Similarly, the way each of those activities is used should be guided by well-justified principles. In this article, we look at the principles justifying the inclusion of extensive reading in a course, and then look in detail at a set of principles guiding how extensive reading can best be carried out to result in substantial vocabulary learning. Extensive reading can result in a wide range of learning outcomes, but in this article we narrow our focus on vocabulary learning (for similar analyses of a wide range of vocabulary learning activities see Webb and Nation [in preparation]).
On the Integrity of Online Testing for Introductory Statistics Courses: A Latent Variable Approach
Author: Fask, Alan
Date: 2015-04-00
Type: Journal Articles
Subjects: Distance Education,Introductory Courses,Statistics,Cheating,Computer Assisted Testing,Online Courses,Scores,Mastery Learning,Grades (Scholastic),Undergraduate Students,Structural Equation Models,Sample Size,Regression (Statistics)

There has been a remarkable growth in distance learning courses in higher education. Despite indications that distance learning courses are more vulnerable to cheating behavior than traditional courses, there has been little research studying whether online exams facilitate a relatively greater level of cheating. This article examines this issue by developing an approach using a latent variable to measure student cheating. This latent variable is linked to both known student mastery related variables and variables unrelated to student mastery. Grade scores from a proctored final exam and an unproctored final exam are used to test for increased cheating behavior in the unproctored exam.
A Mixed Methods Study of the Relationship between Student Perceptions of Teacher-Student Interactions and Motivation in Middle Level Science
Author: Smart, Julie B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Teacher Student Relationship,Student Attitudes,Qualitative Research,Middle School Students,Middle School Teachers,Science Education,Mastery Learning,Teacher Behavior,Educational Practices,Learning Motivation,Student Motivation,Goal Orientation,Self Efficacy,Grade 6,Multiple Regression Analysis

This mixed-methods study examined the relationship between middle level science students' perceptions of teacher-student interactions and students' science motivation, particulary their efficacy, value, and goal orientation for learning science. In this sequential explanatory design, quantitative and qualitative data were collected in two phases, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. Results from phase one indicated that students' perceptions of teacher interpersonal behaviors were positively correlated with their efficacy for learning science, value for learning science, and mastery orientation. Results from phase two revealed themes related to students' construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Theoretical implications, implications for educational practice, and future research directions are also discussed.
Quizzes--A Sin against the Sixth Commandment? In Defense of MReader
Author: Robb, Thomas
Date: 2015-04-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Instruction,Reading Habits,Guidelines,Reading Tests,Computer Software,Management Systems,Student Motivation,Educational Benefits,Teacher Attitudes,Reading Motivation

The &quot;Ten Principles Teaching Extensive Reading&quot; has appeared in a number of forms, initially as &quot;The characteristics of an extensive reading approach&quot; in Day and Bamford (1998) and later in an article in Reading in a Foreign Language (2002) but in a slightly different form and ordering. What was originally intended to be a characterization of an &quot;ideal&quot; extensive reading (ER) approach, however, has been taken to an almost religious quality with some practitioners who firmly believe that any approach that deviates from these guidelines is not truly &quot;extensive reading.&quot; This, I have found, is one of the most frequent objections to using the MReader.org quiz program among teachers who have queried me about it. In this article, I hope to show that the benefit of using a quiz program can override any objections to &quot;follow-up activities&quot; and there are, indeed cases where it promotes closer adherence to this principle than might have been the case without it.
The Intersection between 1:1 Laptop Implementation and the Characteristics of Effective Middle Level Schools
Author: Downes, John M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Middle School Students,Middle Schools,Laptop Computers,Access to Computers,Program Effectiveness,Qualitative Research,Focus Groups,Participant Observation,Interviews,Documentation,Technology Integration,Computer Uses in Education,Program Implementation,Middle School Teachers,Grade 7,Grade 8,Teamwork,Barriers,Faculty Development,Cooperative Planning,Program Evaluation,Relevance (Education),Learner Engagement

The number of middle level schools adopting 1:1 laptop programs has increased considerably during the past decade (e.g., Lowther, Strahl, Inan, &amp; Bates, 2007; Storz &amp; Hoffman, 2013; Texas Center for Educational Research, 2009). The cornerstone practices of the middle school concept (National Middle School Association, 2010), therefore, often serve as the backdrop for 1:1 implementation. The purpose of this qualitative study was to examine the intersection between 1:1 program implementation and the characteristics of effective middle schools associated with the middle school concept over a four-year period. Through ongoing participant observation, individual interviews, focus groups, and reviews of digital student work and documents, we explored the implementation of a 1:1 program by one middle school team that also espoused the middle school concept. We begin by providing perspectives on 1:1 programs and on the middle school concept from research and theoretical lenses. We then describe the qualitative methodology we employed to conduct this study. Next, we present an analysis of our findings, illustrating the opportunities, tensions, and trajectories that appeared when we examined 1:1 implementation alongside the characteristics of effective middle level schools. Finally, we explore the implications of these findings for middle level educators, school leaders, and other stakeholders as they adopt 1:1 programs in schools for young adolescents.