ethanporcaro/eric-fulltext-meta huggingface dataset:
The Challenge of Moving beyond the Literal in Literature Discussions
Author: Serafini, Frank
Date: 2008-00-00
Type: Journal Articles
Subjects: Oral Reading,Discussion (Teaching Technique),Childrens Literature,Picture Books,Elementary School Students,Pictorial Stimuli,Reader Response,Comparative Analysis,Teaching Methods,Questioning Techniques,Student Reaction,Qualitative Research,Grade 3,Observation,Audio Equipment,Interviews,Classification

Drawing on data associated with an investigation of classroom read alouds and discussions of children's literature, this article conceptualizes the reading aloud and discussions of picturebooks as an &quot;interpretive space&quot; for elementary grade students' exploration of visual images and written text. Analyzing the types of responses students generated during discussions of three picturebooks, the study revealed the dominance of literal responses in comparison with interpretive responses in the classrooms studied. Further analysis showed that time spent reading and discussing picturebooks, varying the ways the books were presented, and the types of questions asked by the classroom teacher affected the types of responses offered by the students.
Pursuing a Foreign Language Education: A Current Student's Perspective
Author: Marcott, Pamela F.
Date: 2008-00-00
Type: Journal Articles
Subjects: Second Language Learning,Student Attitudes,Educational Practices,Spanish,Educational Change,High School Students,College Students,Educational Experience,Motivation,Attitude Change,Phenomenology

As a sixth year student of Spanish looking back on her foreign language education, the author believes she has a greater understanding of what attracted her to and maintained her interest in the language. Yet she also recognizes areas in her education that could have benefited from change, including flexibility in creating her own program of study and more integration of language and culture in her courses. Such changes, she believes, would encourage more students to continue pursuing their foreign language education even after meeting their minimum requirements.
What about Linguistic Identity?
Author: Andrews, Micah
Date: 2010-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Spanish Speaking,Immigrants,Second Language Learning,Discourse Analysis,English (Second Language),Spanish,Language Usage,High School Students,Interviews,Student Attitudes

The recent influx of Latino immigrants in the Mid-West U.S. has also increased the number of Mexican students in schools. As recent immigrants, one of the challenges Mexican students face besides learning a different language is the construction of new identities in unfamiliar environments. Learning a language involves acquiring another identity in addition to learning a novel vocabulary and a different grammar. Using cricital discourse analysis, I argue that Gee's four aspects of identity though useful when discussing identity in the context of schooling, are limited when dealing with identity in the context of choice of linguistic code. They should be expanded to include linguistic identity when dealing with choice of linguistic code. In addition, schools should create spaces in the classroom for Mexican students to comfortably enact and develop their linguistic identities of Spanish-speakers since the primary language plays an important role in acquiring and developing literacy.
Culture Learning in a Changed World: Student Perspectives
Author: Kearney, Erin
Date: 2008-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Ethnography,Discourse Analysis,Cultural Influences,College Students,Student Attitudes,College Faculty,French,Simulation,Cultural Awareness,Reflection,Teaching Methods,Semi Structured Interviews,Monolingualism,Multilingualism,Required Courses,Global Approach,Consciousness Raising,Perspective Taking

In this paper, the author explores the views of a group whose perspectives have not often been included in discussions of new directions for foreign language education--students. Drawing from a larger ethnographic, discourse-analytic study of the nature of culture learning for one group of college students and their teacher, this paper presents data from interviews with students about their broad orientations to the role of culture in foreign language education as well as their more specific views of the culture learning process in the French class they were taking at the time. The approach used in the class, global simulation, engaged students in several culture learning processes, including being exposed to multiple perspectives, being able to try on those points of view, and engaging in self-reflection. The results of this study outline what today's college students expect and desire in terms of the cultural dimensions of their foreign language education. Additionally, the results suggest one approach that can successfully engage students in the kind of learning about culture that the Modern Language Association's report advocates
Class Discussions: Locating Social Class in Novels for Children and Young Adults
Author: McLeod, Cynthia Anne
Date: 2008-00-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),Social Class,Novels,Childrens Literature,Adolescent Literature,Young Adults,Labor Relations,Activism,Fiction,United States Literature,Social Justice,Social Problems,Educational Research

Few studies on representations of social class in children's literature have been published in the United States. As a language arts teacher and media specialist in a high poverty school, the author describes children's novels that directly address social class and the subtopic of the labor movement and consider the continued relevance of social class to educational research in the twenty-first century. Research that examines how children's novels address these issues will assist educators who want to engage students in dialogue about class inequality, past and present.
Preparing Reading Specialists to Be Literacy Coaches: Principles, Practices, Possibilities
Author: Shaw, Michael L.
Date: 2007-09-00
Type: Journal Articles
Subjects: Reading Teachers,Coaching (Performance),Literacy Education,Teacher Education Programs,Teacher Competencies,Graduate Study,Reading Consultants,Master Teachers,Teacher Collaboration,Program Development,Assignments,Teacher Education,Faculty Development,Reading Instruction,Teaching Methods,Student Attitudes,Elementary Secondary Education,Experiential Learning

Literacy coaching is a very hot topic (Cassidy &amp; Cassidy, 2007) that has been spurred on by two opposite belief systems. On one hand, the Reading First schools can receive federal funding to hire coaches to raise test scores. This has led some teachers to characterize coaches as &quot;test-prep enforcers.&quot; On the other hand, Bean, Swan and Knaub (2003) found that literacy coaches in schools with exemplary reading programs and Title I schools that &quot;beat the odds&quot; serve as change agents to make a school wide impact on the literacy program by being a resource to teachers, modeling lessons, and conducting professional development. The International Reading Association's Standards for Reading Professionals-Revised 2003 (2004) support this vision by requiring reading specialists to be literacy coaches who assist classroom teachers. This paper embraces the IRA position and identifies steps we took at St. Thomas Aquinas College to prepare teachers enrolled in our graduate literacy program to become reading specialists and literacy coaches who enhance, enrich, and reform literacy education. I identify a variety of coaching initiatives we developed and present written reflections from the teachers to show how the experiences are empowering them to take a leadership role. These coaching initiatives can serve as a model for preparing reading specialists to be literacy coaches who are master teachers and educational leaders.
Going the Distance in a &quot;Changing&quot; World: Distance Learning and the Foreign Language Classroom
Author: Gunnels, Bridgette W.
Date: 2008-00-00
Type: Journal Articles
Subjects: Online Courses,Technology Uses in Education,Higher Education,Language Proficiency,Cultural Awareness,Cross Cultural Training,Integrated Learning Systems,Educational Objectives,Virtual Classrooms,Computer Mediated Communication,Group Discussion,Educational Technology,Distance Education,Second Language Instruction,College Students,College Faculty

This article offers a critique of the lack of attention to the place of online course offerings in foreign language departments and/or distance education in general by the MLA's 2007 report on foreign language departments and their role in the academy. The article responds to how currently accessible technology (course management system platforms like WebCT/Blackboard™), already in wide use by universities and colleges across the United States, has made great strides towards replicating a classroom environment that can promote language proficiency as well as achieve the committee's suggestions for encouraging more cross-cultural awareness in foreign language classrooms at all levels.
Learning to Write in a Mexican School
Author: Teague, Brad L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Writing Instruction,Writing Attitudes,Writing Processes,Writing Skills,Grade 1,Grade 4,Case Studies,Classroom Observation Techniques,Interviews,Writing Teachers,Comparative Analysis,Teaching Methods

This study documented the writing practices of students in a Mexican elementary school and identified participants' attitudes toward different forms of writing. Data included observations in two classrooms as well as interviews with six case-study children and their parents. Results revealed copious writing in the school including dictations, copying, and simple texts. The teachers seldom integrated home or community texts into classroom instruction. Participants indicated that writing was a &quot;skill&quot; to be learned and practiced exclusively at school. Shared, ideologically motivated views of &quot;legitimate&quot; writing were important factors in the invisibility of other forms of writing. The study concludes with recommendations for structuring writing instruction to better meet the needs of Mexican-origin students as well as ideas for future research.
Transformative World Language Learning: An Approach for Environmental and Cultural Sustainability and Economic and Political Security
Author: Goulah, Jason
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Second Language Learning,Cultural Education,Sustainability,Environmental Influences,Economic Factors,Political Issues,National Security,Quality of Life,Religious Factors,Transformative Learning,Japanese,Semitic Languages

In this article, the author responds to the Modern Language Association's report, &quot;Foreign Languages and Higher Education: New Structures for a Changed World&quot; (2007) by arguing for an explicit and interdisciplinary transformative world language learning approach toward environmental and cultural sustainability and economic and political security. Specifically, transformative world language learning incorporates a new cosmology, ecological selfhood, understanding of quality of life issues, and spirituality as key curricular content objectives to foster transformed attitudes and actions from those currently developed by a national language &quot;policy&quot; promulgated by militarism, monetarism, and materialism. The author also offers recommendations for higher education to take a leadership role in effecting a transformative world language learning approach.
Reader Response Journals: Novice Teachers Reflect on Their Implementation Process
Author: McIntosh, Janet E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Reader Response,Journal Writing,Beginning Teachers,Novices,Secondary School Teachers,English Teachers,Language Arts,Methods Courses,Teaching Methods,Educational Strategies,Teacher Attitudes,Preservice Teacher Education,Outcomes of Education,Educational Benefits,Self Efficacy,Curriculum Implementation,Teacher Role,Reflective Teaching

Do novice teachers effectively use teaching strategies they learn in a preservice course? This study examines how five novice intermediate (Grades 7-10) English language arts teachers implemented reader response journals, an instructional activity they learned about in their preservice English methods course. During interviews, they shared the challenges they encountered when using this instructional strategy for the first time. While using reader response journals in their classrooms, novice teachers provided student encouragement, thoughtful reflection on their approach, modification as needed, and a consistent positive attitude even in the face of challenges. Study findings indicated that the theory and practice acquired in their preservice course was beneficial to them, and that gaining confidence in themselves as teachers through further practice and experiences would enhance their effective use of this classroom strategy.
From Standards-Led to Market-Driven: A Critical Moment for Adult Numeracy Teacher Trainers
Author: Edwards, Martyn
Date: 2014-04-00
Type: Journal Articles
Subjects: Adult Education,Numeracy,Mathematics Education,Adult Educators,Mathematics Teachers,Teacher Education,Teacher Characteristics,Foreign Countries,Higher Education,Educational Policy

There has been a shift in the training of numeracy teachers in England away from a highly regulated &quot;standards-based&quot; approach to teacher training towards one that seeks to engage employer groups and stakeholders in determining the training needs of teachers in further education. This shift has taken place within the context of rapid reform to numeracy and mathematics curricula for post-16 learners. The planned curriculum changes have again highlighted the shortage of qualified numeracy teachers needed to implement national policy initiatives, and has brought numeracy teacher training onto the policy agenda once again. This paper uses Bernstein's notions of vertical teacher knowledge and horizontal teacher knowledge to consider how trainee teachers may be supported to bridge the gap between their own mathematical knowledge and their classroom practice as numeracy teachers. It also draws on Shulman's seven types of teacher knowledge to make these connections. Recommendations made relate to the entry criteria for adult numeracy teachers, allowing &quot;time and space&quot; to reflect with other trainees rather than &quot;immersion in practice&quot;, the benefits of practitioner-led enquiry to develop innovative pedagogies, and enhanced links between further education and school-based mathematics and between further education and higher education.
Counting or Caring: Examining a Nursing Aide's Third Eye Using Bourdieu's Concept of Habitus
Author: Johansson, Maria C.
Date: 2014-04-00
Type: Journal Articles
Subjects: Allied Health Personnel,Mathematics,Observation,Interviews,Adult Learning,Personality Traits,Cultural Capital,Case Studies,Foreign Countries,Ethnography

This article is derived from analysis of observations and an interview with, Anita, a nursing aide, who was followed in her work in a semi-emergency unit in Sweden. Based on an analysis of this information, it is suggested that the process of going from school to a workplace can be viewed as a transition between different mathematical activities, which involve and require learning. Although it is easy to see transitions occurring between different contexts, they may also occur within the boundaries of a workplace and be connected to critical moments in the execution of work tasks. Adopting a social critical perspective, this article initiates a discussion about the transitions between potentially mathematical activities in work and how the values given to these different activities can be understood. It is further suggested there is difficulty in recognizing some activities in work, because, often, they are over-shadowed by other competences and components needed in work, such as caring.
The Magic of Coaching: Art Meets Science
Author: Froelich, Kathy S.
Date: 2007-09-00
Type: Journal Articles
Subjects: Coaching (Performance),Literacy Education,Teaching Methods,Personal Narratives,Teacher Qualifications,Teaching Skills,Observation,Student Needs,Learning Activities,Participant Observation,Reading Instruction,Documentation

There is so much more that goes into literacy coaching that we do not think about when working with colleagues. When we think about literacy coaching, we think about someone who comes into our classrooms and provides support for our instruction. High-quality literacy coaching requires that there be superior levels of overt assessment and covert evaluation so that appropriate instructional practices are collaboratively investigated with teachers. In this article, we review how effective and efficient coaches, demonstrate, observe, confer, and use assessments to collaboratively problem-solve to provide the needed support. This article examines the &quot;magic&quot; or the art that goes into developing effective coaching stances -- the science that support the teacher so that all students can benefit. Based on years of professional experiences and current literature on coaching, we conclude that effective and efficient literacy coaching occurs on a continuum of professional learning opportunities buttressed by knowledge from an ethnographic perspective.
Coaches Coaching Coaches
Author: Burkins, Jan Miller
Date: 2007-09-00
Type: Journal Articles
Subjects: Coaching (Performance),Reading Instruction,Professional Education,Teacher Student Relationship,Interprofessional Relationship,Literacy,Teaching Methods,Interpersonal Communication,Trust (Psychology),Observation,Professional Development

Researchers have argued that &quot;job-embedded&quot; professional learning is the most valuable model for teachers (Joyce &amp; Showers, 2002). But there is little or no corresponding literature regarding job-embedded professional learning for literacy coaches. In this paper, the authors offer an example of one such model, the Coach-to-Coach Cycle, which has proven helpful to their own professional growth and development as coaches and which may support other coaches as well. Using transcribed snippets of coach-to-coach dialogue following a coaching post-observation conference with a teacher, the authors reflect on the successes and challenges facing coaches who wish to become co-investigators with teachers into their literacy instruction.
From Stranger to Friend: The Effect of Service Learning on Preservice Teachers' Attitudes toward Diverse Populations
Author: Zeller, Nancy
Date: 2010-00-00
Type: Journal Articles
Subjects: Service Learning,Preservice Teachers,Student Attitudes,Cultural Awareness,Qualitative Research,Reading Instruction,Methods Courses,Focus Groups,Comparative Analysis,Experimental Groups,Control Groups,Group Dynamics,Student Diversity,Elementary School Students,At Risk Students,Student Teaching,Attitude Change,Program Effectiveness,Coding,Learner Engagement

Service learning experiences hold the potential to significantly influence participants' view of cultures other than their own. This qualitative study examines how service learning affects preservice teachers' attitudes about working with students from diverse backgrounds. Two groups of preservice teachers enrolled in a reading methods course participated in focus group interviews both at the beginning of the project and at the end. The results revealed that the service learning group (vs. the non-service learning group) changed significantly from the beginning of the project to the end in terms of their attitudes toward students from diverse populations, level of engagement in the focus group interviews, the group synergy, and the quality and level of nuanced responses to key questions about diversity.
New PIAAC Results: Care Is Needed in Reading Reports of International Surveys
Author: Evans, Jeff
Date: 2014-04-00
Type: Journal Articles
Subjects: Adults,Skills,Surveys,International Programs,Numeracy,Research Design,Reports,Foreign Countries,Educational Policy,Content Validity,Test Validity,Test Reliability,Testing Programs

Results from the Survey of Adult Skills, also known as PIAAC (Programme for the International Assessment of Adult Competencies), were recently made available for 24 participating countries. PIAAC involves several developments in relation to the earlier international &quot;adult skills&quot; surveys (IALS in the 1990s and ALL in the 2000s), notably the use of computer administration of the survey. In this paper, I focus on understanding these studies, by considering conceptual issues, methodological validity of research design and execution, and presentation of results. I consider several of the sample items for numeracy published by OECD (2012). And I discuss illustrative results from Australia made available in February 2013, by the Australian Bureau of Statistics. The paper shows when and how to be sceptical when reading international survey reports. It also opens up questions concerning the relevance of the results, and the other types of research that may be needed, in different national and local contexts.
The Anatomy of Coaching: Coaching through Storytelling
Author: Blackstone, Phyllis A.
Date: 2007-09-00
Type: Journal Articles
Subjects: Coaching (Performance),Story Telling,Interprofessional Relationship,Literacy Education,Personal Narratives,Communication Skills,Communication Strategies,Conflict Resolution

In this article, the author posits that storytelling can be used as a method for developing positive interpersonal relationships between coaches and classroom teachers. The author argues that developing interpersonal relationships is a necessary but challenging aspect of successful coaching, and that storytelling offers a mechanism for greater understanding and communication. The author concludes by developing her own story to illustrate how the grammar of the story can aid in the analysis of coaching.
Organizational Barriers to Effective Literacy Coaching
Author: Niedzwiecki, Allison
Date: 2007-09-00
Type: Journal Articles
Subjects: Barriers,Coaching (Performance),Literacy,Organizational Effectiveness,Educational Practices,School Districts,Elementary Secondary Education,Performance Factors,Faculty Development,Supervisory Methods

Literacy coaching as a means of professional development has great potential for increasing student achievement, teacher effectiveness, and school success. However, schools and districts can inadvertently undermine the potential of coaching when a coach's role is not clearly defined and when the position is not adequately supported and protected. Coaches who serve multiple schools, whose primary function is to enforce program fidelity, or who are not given adequate training in order to support their teachers are in danger of failing in their roles as coaches. In addition, coaches who do not collaborate closely with building level administrators or who are expected to &quot;fix&quot; incompetent teachers cannot hope to transform instructional practice with any level of success. For coaching to be an effective agent of change in schools, district and building administrators should become knowledgeable about the numerous roles in which coaches do, and do not, serve.