ethanporcaro/eric-fulltext-meta huggingface dataset:
Serving Refugee Students and Unaccompanied Minors: More than Just Learning English
Author: Clark-Kasimu, Nakachi
Date: 2015-00-00
Type: Journal Articles
Subjects: Refugees,School Community Programs,Tutoring,Partnerships in Education,Transitional Programs,Children,Youth,Immigrants,Public Schools,Student Rights,Student Needs,Court Litigation

Unrest, crime, and poverty in Central America and other parts of the world have led to periodic migrations of unaccompanied children and young refugees into the United States. These children then enroll in U.S. schools--public education for all children, including undocumented children, is a right guaranteed by the 1982 &quot;Plyler v. Doe&quot; decision. Many of these young people have experienced intensive trauma and have legal, socio-economic, and other needs far beyond learning English, which must be met for them to advance academically. To help meet those needs, many schools have been reaching out to community partners who specialize in working with this population of unaccompanied minors. &quot;VUE&quot; guest editor Ruth López spoke with Nakachi Clark-Kasimu, former after-school coordinator at the San Francisco-based nonprofit Refugee Transitions, about the lessons and challenges of this work.
Empowering ELLs through Strong Community-School District Partnerships for Enrichment
Author: Rivera, Jessica
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Community Relationship,School Community Programs,Enrichment Activities,English Language Learners,Summer Programs,Community Organizations,College School Cooperation,Secondary School Students,School Districts,Language Skills,Literacy,Linguistic Competence,Expertise,Educational Resources,Strategic Planning,Curriculum Development,Leadership,Staff Utilization,Program Descriptions,Program Effectiveness,Barriers,Group Dynamics,Student Empowerment,Self Efficacy,College Readiness,Career Readiness,Developmental Studies Programs

The English Language Learner (ELL) Summer Camp in Worcester, Massachusetts--an intensive six-week program that served middle school and high school students from Worcester Public Schools (WPS)--was the product of a five-way partnership that included the school district, higher education institutions (Latino Education Institute [LEI] at Worcester State University and Quinsigamond Community College), and community organizations (African Community Education [ACE] and the Spanish-language television program &quot;Esperanza y Su Éxito&quot;). The ELL Summer Camp aimed to promote literacy skills, linguistic competence, and self-efficacy by integrating academics and community-based enrichment and, ultimately, to maximize students' potential for high school graduation and their preparedness for college and career pathways. This article discusses the keys to making this partnership successful, how it generated additional resources and expertise, and the development of a 3-module enrichment curriculum called &quot;My Voice, My Community, My World.&quot; In addition, the authors discuss the leadership and staff cohesion in the program as well as the program's successes and lessons learned.
Academia Cuauhtli and the Eagle: &quot;Danza Mexica&quot; and the Epistemology of the Circle
Author: Valenzuela, Angela
Date: 2015-00-00
Type: Journal Articles
Subjects: Epistemology,Culturally Relevant Education,Mexican American Education,United States History,Curriculum Development,Partnerships in Education,Grade 4,Private Schools,Learning Experience,Transformative Learning,After School Education

English learners are best supported when they receive culturally relevant content-area instruction in their first language. Numerous studies (e.g., Lindholm-Leary 2001) support this approach, and bilingual and dual language teachers in the community of Austin, Texas, have called for curricular resources. In response, a group of researchers, community advocates, and former public school teachers established the community-based organization &quot;Nuestro Grupo&quot; (&quot;Our Group&quot;) in September 2013 to lead the effort. Through a series of partnerships that included Nuestro Grupo, the school district, the City of Austin, university faculty and students, Mexican American scholars, civic and cultural organizations, indigenous leaders, and many others, the authors co-constructed a Mexican American history curriculum for fourth-grade Austin Independent School District (AISD) students who attend a Saturday morning school that the authors created and named &quot;Academia Cuauhtli&quot; (&quot;Eagle Academy&quot;). In the process, the authors, as researchers and community leaders, were transformed, and the curriculum they developed evolved into a deeper learning experience than we ever imagined. This article explains how this happened.
Enriching English Learner Education through School and Community Partnerships
Author: López, Ruth M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Community Programs,School Community Relationship,Enrichment Activities,English Language Learners,Culturally Relevant Education,Social Development,Emotional Development,Urban Education,Migrants,Migrant Children,Refugees

Community partnerships allow schools and districts to empower and engage a broad range of English learners and their families in culturally responsive ways to support student learning and socio-emotional development. This article serves as an introduction to this issue of &quot;Voices in Urban Education.&quot; This issue focuses on out-of-school programs that engage students who are newcomers, refugees, immigrants, and children of immigrants, often labeled as &quot;English learners.&quot; This article begins with the author sharing her experience as an English language learner.
Making Their Voices Heard: A Partnership to Build Writing Skills through Empowerment, Imagination, and Scaffolded Supports
Author: Varady, Ashley
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Writing Skills,Empowerment,Imagination,Scaffolding (Teaching Technique),Low Achievement,Nonprofit Organizations,Phenomenology,Bilingual Schools,Elementary School Students,Middle School Students,Active Learning,Student Projects,Writing Improvement,Expository Writing,Creative Writing

In San Francisco, a partnership between a K-8 school and a non-profit writing program helps students who are achieving below grade level find their voices and blossom into confident thinkers and writers. 826 Valencia is a non-profit organization dedicated to supporting under-resourced students ages six to eighteen with their creative and expository writing skills, and to helping teachers inspire their students to write. The work is based on the understanding that great leaps in learning can happen when trained tutors work with small groups of students to develop a strong foundation of writing skills. This article describes the author's experience as the program manager of 826 Valencia's program at Buena Vista Horace Mann (BVHM), a K-8 bilingual school in San Francisco's Mission neighborhood. Through 826 Valencia's project-based approach, students are supported in their exploration of writing, and over the course of the year, build confidence in their growing academic skills.
Habits of Mind: Forging University-School Partnerships to Bring a High-Quality Enrichment Curriculum to English Learners
Author: Gooden, Amy Cournoyer
Date: 2015-00-00
Type: Journal Articles
Subjects: Theory of Mind,Curriculum Enrichment,College School Cooperation,Partnerships in Education,English Language Learners,Urban Schools,School Districts,Integrated Curriculum,Emotional Development,Social Development,Competency Based Education,Intercultural Programs,Cultural Awareness,Art,Role Models,Program Design,Curriculum Development,Barriers,Student Characteristics,Teacher Characteristics,Family Characteristics

Educational partnerships between urban school districts and institutions of higher education provide a powerful means for enhancing student achievement and cultivating college-going cultures. This article describes how Boston University and the Malden, Massachusetts, school district worked with the community to support English learners and develop a curriculum around five &quot;habits of mind.&quot; The five habits of mind are: (1) Integrated Curriculum; (2) Socio-emotional Learning: Building Successful Character; (3) Intercultural Awareness and Competence Development; (4) Integration of the Arts; and (5) Role Models.
Environmental Literacy Comparison between Students Taught in Eco-Schools and Ordinary Schools in the Madeira Island Region of Portugal
Author: Spinola, H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,Program Effectiveness,Grade 9,Knowledge Level,Questionnaires,Student Attitudes,Behavior,Conservation (Environment),Special Schools,Comparative Analysis,Sustainability,Citizenship Responsibility,Likert Scales,Statistical Analysis

The main goal of environmental education is to improve environmental literacy, including not just more knowledge but also a better attitude toward the environment and a higher prevalence of pro-environmental behaviours. The Eco-School Program is considered the world largest environmental education program for schools, but it keeps growing without proof of its particular effectiveness in improving environmental literacy. This study compares the level of environmental literacy on Madeira Island (Portugal) among 9th grade students from Eco-Schools and ordinary schools. It applies a questionnaire with three components, addressing knowledge, attitude and behaviour toward the environment. Results show that environmental literacy among 9th grade EcoSchool students is not significantly higher than in ordinary schools. However, there are some features of environmental literacy that are slightly better in Eco-Schools, namely in knowledge, attitude and behaviours. Based on our findings, we conclude that the Eco-School Program is not really a better environmental education strategy than others strategies adopted in ordinary schools. Nevertheless, the present study fails to point out reasons for the results obtained since the design research is not adequate for this purpose.
Teachers' Awareness and Perceived Effectiveness of Instructional Activities in Relation to the Allocation of Time in the Classroom
Author: Kaya, S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Learning Activities,Grade 4,Elementary School Teachers,Questionnaires,Learner Controlled Instruction,Teacher Role,Instructional Effectiveness,Video Technology,Coding,Observation,Student Role,Foreign Countries,Time Factors (Learning)

The current study examined the time spent in various types of science instruction with regard to teachers' awareness of instructional activities. The perceived effectiveness of instructional activities in relation to the allocation of time was also examined. A total of 30 4th grade teachers (17 female, 13 male), from seven different primary schools, participated in the study. First, the teachers completed a questionnaire regarding student-centred and teacher-centred activities and their effectiveness. Subsequently, classrooms were videotaped during a 40- minute science lesson. The videos were coded for the type and duration of instruction and analysed. During science lessons, teachers misidentified almost half of the activities in the questionnaire as being student-centred, and rated these activities as more effective. Based on classroom observations, the teachers were found to primarily use teacher-centred instruction. Based on the classroom videos, it was found that teachers who were more aware of student-centred activities spent less time on teacher-centred activities. Additionally, teachers who found teacher-centred activities more effective tended to spend more time on teacher-centred activities and thus less time on student-centred activities and orientation.
Cross-Grade Comparison of Students' Conceptual Understanding with Lenses in Geometric Optics
Author: Tural, G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Optics,Physics,Concept Formation,Scientific Concepts,Elementary School Students,Secondary School Students,College Students,Surveys,Misconceptions,Light,Knowledge Level,Foreign Countries,Grade 8,Grade 12

Students commonly find the field of physics difficult. Therefore, they generally have learning problems. One of the subjects with which they have difficulties is optics within a physics discipline. This study aims to determine students' conceptual understanding levels at different education levels relating to lenses in geometric optics. A cross-sectional design is used in the study. Participants in the study include one hundred and seventy-seven students at three different education levels from primary and secondary schools, and higher education. Seven open-ended questions, examining participants' conceptual understanding levels in relation to lenses, act as the data collection instrument. It is determined that students hold misconceptions such as, &quot;convex lenses diverge light rays&quot;, &quot;concave lenses converge light rays&quot;, &quot;a right-side-up image replaces the previously observed inverted image, when a convex lens is removed,&quot; &quot;myopia is corrected via convex lens,&quot; and &quot;hyperopia is corrected via concave lens.&quot; The results show that students from all groups (primary and secondary schools, and higher education) have a lack of knowledge and experience conceptual problems about lenses, although they learned this subject in school.
A Study of the Effect of Affective and Social Factors on Teaching for Conceptual Change in Primary Science
Author: Pimthong, P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Science,Primary Education,Grade 5,Science Education,Chemistry,Scientific Attitudes,Attitude Change,Foreign Countries,Scientific Concepts,Student Surveys,Influences,Teaching Methods,Program Implementation,Rural Schools,Science Process Skills,Prior Learning,Knowledge Level,Interviews,Observation,Cognitive Development,Concept Formation

The purpose of this research was to study primary science students' conceptual development as it related to their understanding of materials and their properties: in particular, to determine how and why some students changed their concepts while others did not. The participants were thirty-two Grade 5 (10-11 year old) students. An instructional unit based on the conceptual change perspective was developed and presented. Data were collected through pre- and post-instructional surveys, classroom observations, student work, and student interviews. The results showed the influence of instructional activities that challenged students' preconceptions and encouraged students' conceptual change, indicating the effects of affective, social, and language factors on students' conceptual development.
Examining Curriculum Related Progress Using a Context-Based Test Instrument--A Comparison of Estonian Grade 10 and 11 Students
Author: Soobard, R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 10,Grade 11,Comparative Analysis,Investigations,Scientific Literacy,Science Process Skills,Problem Solving,Creative Thinking,Secondary School Curriculum,Decision Making Skills,Context Effect,Cognitive Processes,Outcome Measures,Evaluation Methods,Achievement Gains,Competency Based Education,Knowledge Level,Science Achievement,Interdisciplinary Approach

This study was undertaken to investigate the progress in operational scientific literacy skills through demonstrating cognition associated with undertaking scientific processes. Scientific literacy is taken here to mean utilising science knowledge and skills, particularly with relevance to creative problem solving and making reasoned decisions in real life situations. The instrument was compiled based on a review of relevant international literature, plus competences emphasised in the Estonian science curriculum. Items in the instrument followed the levels of the Structure of Observed Learning Outcomes (SOLO taxonomy) and all tasks in the instrument were contextualized to relate to real life. A stratified sample of students from 44 schools gave a data set with returns from 1128 beginning of 10th grade students and 946 end of 11th grade students. Findings suggested that there was no sufficient shift from one grade to another in operational skills such as giving scientific explanations, problem solving and justified decision making. Although students did gain more knowledge and the expectation was that students would enhance their operational skills for scientific literacy, this was not reflected in their competence to solve problems. This suggested there was a need to re-think science teaching and learning approaches as well as the manner in which science was introduced to students.
A SEM Model in Assessing the Effect of Convergent, Divergent and Logical Thinking on Students' Understanding of Chemical Phenomena
Author: Stamovlasis, D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Structural Equation Models,Chemistry,Convergent Thinking,Logical Thinking,Psychometrics,Factor Analysis,Path Analysis,Causal Models,Science Process Skills,Science Achievement,Secondary School Science,Secondary School Students,Foreign Countries,Science Education,Individual Differences,Scores

In this study, structural equation modeling (SEM) is applied to an instrument assessing students' understanding of chemical change. The instrument comprised items on understanding the structure of substances, chemical changes and their interpretation. The structural relationships among particular groups of items are investigated and analyzed using confirmatory procedures. In addition, three psychometric cognitive variables, namely logical, convergent and divergent thinking are involved in the SEM analysis and their effects on students' performance estimated. Specifically, three models are tested: a confirmatory factor model, a multiple-indicator multiple-cause (MIMIC) model and path analysis. The SEM analysis showed that the cognitive variables, along with students' achievements in understanding the structure of substances and their changes, sufficiently explained students' ability to interpret chemical phenomena, providing additionally their direct and indirect effects. The theoretical analysis and the interpretation of the results contributed significantly to an understanding about the role of the above individual differences in learning secondary school chemistry. Implications for science education are also discussed.
Teacher and Peer Support for Young Adolescents' Motivation, Engagement, and School Belonging
Author: Kiefer, Sarah M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Motivation,Learner Engagement,Interpersonal Relationship,Middle School Students,Urban Education,Student Diversity,Mixed Methods Research,Adjustment (to Environment),Student Adjustment,Social Adjustment,Teacher Role,Peer Relationship,Social Support Groups,Adolescents,Student Surveys,Interviews,Multiple Regression Analysis

The purpose of this sequential explanatory mixed methods study was to investigate teacher and peer support for young adolescents' academic motivation, classroom engagement, and school belonging within one large, urban, ethnically diverse middle school. In the initial quantitative phase, associations among aspects of teacher support (autonomy, structure, and involvement), peer support (academic and emotional), and adjustment (motivation, engagement, and belonging) were examined using student surveys (N = 209, 61% females). In the follow-up qualitative phase, participants elaborated on the ways teachers and peers support young adolescents' adjustment during individual interviews (N = 18 students, 5 teachers, and 1 administrator). Results indicate teacher and peer support are academic and social in nature and have unique implications for supporting motivation, engagement, and belonging in middle school. By utilizing a mixed methods design and adopting a multidimensional perspective of classroom-based support, our findings provide a comprehensive understanding of the role of teacher and peer support on student adjustment. An implication for educators is for them to understand the ways teacher and peer support may help meet young adolescents' needs and promote their academic motivation, classroom engagement, and school belonging. Findings may inform middle level educational research and practice, especially in urban, ethnically diverse middle level schools.
Factors Impacting on Teachers' Job Satisfaction Related to Science Teaching: A Mixed Methods Study
Author: Song, S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Teachers,Job Satisfaction,Teacher Attitudes,Interviews,Principals,Teacher Surveys,Secondary School Teachers,School Size,Mentors,Administrator Role,Interpersonal Relationship,Parent Participation,Teaching Conditions,Mixed Methods Research,Curriculum,Correlation,Extracurricular Activities,Teacher Student Ratio

Science teachers' job satisfaction is identified as a major factor that affects the quality of a science program. This research investigated to what extent a science program supports science teachers in terms of curriculum materials or extracurricular activities. It also examined the relationships among schools' curriculum support, the number of science teachers, and the levels of their job satisfaction. Qualitative data consisted of 50 interviews with principals from 50 high schools in Texas. Quantitative data related to 385 surveys collected from science teachers working at these schools. Analysis of the data revealed that the large schools offered more curriculum support materials to science teachers than the small ones. Teachers' job satisfaction was not related to the number of science teachers and school size. New teachers indicated their needs for emotional support from mentors, administrators and parents related to their concerns and challenges in reducing their job dissatisfaction. Further implications for future research and practitioners were discussed.
Reconceptualising Science Education Practices from New Literacies Research
Author: Tang, K. S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Education,Educational Practices,Scientific Literacy,Interdisciplinary Approach,Educational Research,Media Research,Semiotics,Multiple Literacies,Metalinguistics,Scaffolding (Teaching Technique),Models

In light of profound socio-economic and technological changes, the research from New Literacies has raised fundamental questions on the nature of literacy in the way we read, write, and communicate. Yet, in science education, research in literacy has been largely restricted to the domain of print-oriented academic language. This paper aims to set the issues of literacy in science education in a broader context by responding to several challenges raised in New Literacies research: (a) the attention to youths' diverse cultural and media practices, (b) the sociocultural practices of specific discourse communities, and (c) the increasing multimodal semiotic landscape. The paper presents a model that synthesizes various research areas in New Literacies for the development of new pedagogy and classroom practices in the nexus of literacy and science education. The proposed model provides a convergence of diverse theoretical perspectives from research in various disciplines, and presents an opportunity for cross-disciplinary research in both science and literacy education.