ethanporcaro/eric-fulltext-meta huggingface dataset:
(Almost) Everything I Need to Know about Multiculturalism I Learned on Jury Duty
Author: Smith, Shaunna
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Teaching Methods,Personality Traits,Multicultural Education,Definitions,Social Attitudes,Culturally Relevant Education,Minority Groups,Empathy,Cultural Differences

In this article, the author states that during her experience on jury duty--spent with a melting pot of socially-conscious citizens--she reflected upon the implications for education and her own teaching practice. Three major themes centering around her understanding of multiculturalism surfaced: (1) Defining multiculturalism; (2) The cult of personality; and (3) Teaching multiculturalism. The author describes her understanding of the impact of multiculturalism on teachers and education. These include the findings of her research on the issue through three questions sent to eight colleagues, asking them to define multiculturalism, describe how multiculturalism affects their professional work, and who should teach multiculturalism. She examines the flexibility of society in its perception, the adjustment of colleagues in teaching to the social needs of their students, and the effect of a minority background on the tendency to empathy. She discusses the acceptance of differences as a strategy for successful coexistence. Finally, she asserts that as the U.S. is the quintessential melting pot of culture, it is time that American educational practices reflect true multiculturalism.
The Silenced Dialogue and Pre-Service Teachers
Author: Curry, Kristal
Date: 2013-00-00
Type: Journal Articles
Subjects: Racial Factors,Whites,Gender Issues,Ethnic Diversity,Social Attitudes,Preservice Teachers,Student Teacher Attitudes,Teacher Education Programs,African American Students,White Students,Social Bias,Racial Differences,Consciousness Raising,Racial Bias,Power Structure,Student Journals

In this article, the author reflects on the 1988 article &quot;The Silenced Dialogue,&quot; by Lisa Delpit, which described the lack of communication dividing Black and White educators when it comes to the issue of race, specifically due to the disparity between reliance on theory (White) and reliance on cultural understanding (Black). Nearly a quarter century has passed since that article was written, but research about the attitudes, beliefs, and experiences of both Black and White educators seems to indicate that the Silenced Dialogue continues to exist in teacher education programs as well as in the broader world of the American education system (Dickar, 2008; Hayes &amp; Juarez, 2012). As a Diversity course instructor in a teacher education program, this author began to wonder where she and her students fit into this dynamic of the Silenced Dialogue. Thinking back on her teaching tended to indicate that the Black and White students in her reflection-heavy and discussion-heavy courses frequently drew on their own educational experiences to try to reach each other, to tell each other about experiences of which the other may not be aware. The research project reported here was born from this author's attempt to more systematically explore the manifestations of the Silenced Dialogue with her own pre-service students. To this end, this research project explored two related research questions: (1) How did the &quot;Silenced Dialogue&quot; manifest in pre-service teachers' reflections about contemporary diversity issues, especially &quot;White privilege&quot;? and (2) In what ways did gender complicate or enrich this understanding of the nature of racial talk in candidate's journals? Specifically, she sought to analyze various features of the pre-service teachers' reflections--including the word choices and the selection of topics considered in each reflection--to see how the &quot;Silenced Dialogue&quot; manifests in these documents. She also sought to understand how and why males and females each approached racial topics in their journals differently.The goal was for the combination of these two analyses to contribute to discussions surrounding the perpetuation of the &quot;Silenced Dialogue&quot; in schools of education. The results were simultaneously disheartening and hopeful. Disheartening in that Black and White students still had strikingly different approaches to the topic of White privilege. At the same time, her analysis does provide hope for educators, as candidates (especially female candidates) appeared willing to grapple with their feelings toward White privilege. They overwhelmingly agreed that it did in fact exist, and that they wanted to create safe spaces in their classrooms where racism would not exist. (Contains 4 tables.)
Understanding Islam in the U.S. Classroom: A Guide for Elementary School Teachers
Author: Hossain, Kazi I.
Date: 2013-00-00
Type: Journal Articles
Subjects: Islam,Islamic Culture,Elementary School Teachers,Cultural Awareness,Teaching Methods,Muslims,Scholarship,Social Attitudes,Religious Cultural Groups,Consciousness Raising,Ethnic Diversity,Mathematics,Sciences,Medicine,History

This article provides strategies that are recommended to elementary school teachers to help students in the U.S. understand Islam and its followers. It discusses the importance of cultural and historical studies in making students aware of the value of Islam to its followers. Three strategies described herein are: the concept of similarities, the concept of diversity, and the historical contributions made by scholars from the Muslim world in various fields or disciplines. It is concluded that the issues and approaches described in this article will provide educators with a starting point toward building tolerance, understanding, and appreciation among and between people of non-Islamic faith and the followers of Islam.
Minority within a Minority Paradox: Asian Experiences in Latino Schools &amp; Communities
Author: Koo, Sarai
Date: 2013-00-00
Type: Journal Articles
Subjects: Race,Critical Theory,Asian American Students,Hispanic American Students,Stereotypes,Institutional Characteristics,Females,Student Attitudes,Personal Narratives,Minority Group Students,Friendship,Social Class,Self Concept,Observation,Interviews

Drawing on Critical Race Theory (CRT), the authors report on narratives of education collected from three young Asian women living in and attending a predominately Latina/o community and school. The authors explored how Asians and Latina/o groups intersect in a majority minority community. Specifically, they sought to understand: (1) How young Asian women positioned themselves with respect to their Latina/o peers; and (2) How race, culture, and stereotypes impacted the friendships they were able to develop, the ways they perceived themselves and their Latina/o peers, and the specific nuances that this minority-within- a- minority context provided. The purpose of the research was to understand the complexities of minority students living and attending school in a predominantly minority community that is ethnically different from those students. The findings focus on four concepts: minority-to-minority racialized experiences, the bell curve demystified, friendship formation, and where is my home? This research intersects race, gender, identity, and class issues through a CRT lens and reveals how stereotypes continue to perpetuate within mainstream society vis-a-vis the media. (Contains 3 notes.)
Literature-Oriented Multicultural Education in India. Children's Experiences with a Task-Based Folklore Lesson
Author: Mehta, Venu
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Cultural Pluralism,Literature,Religion,Observation,Instructional Materials,Educational Objectives,Instructional Innovation,Teaching Methods,Task Analysis,Values,Adolescents

In India, multicultural experience is represented by what is called a &quot;unity in diversity&quot; pattern. This includes the diversity of religious communities, languages, ethnicities, and the minority populations in each of the states and regions that comprise the nation. Thus, theories of multicultural accommodation are one of India's inherent features. To focus on the concept of &quot;multiculturalism&quot; is a matter of exigency for the harmonious and progressive future of India, as it is for global classrooms worldwide. The goal of fostering values of multiculturalism in learners is often a part of school curriculum. However, whenever these values have been incorporated into learning materials, it is usually done in a conventional manner, resulting in mostly inadequate outcomes. It is important that the young minds of future citizens learn the rich values of multiculturalism. This article illustrates a promising practice that seeks to teach these values through folktale-oriented task-based literature that focuses on the adolescent age group. The practice described here is based on the observational results from a field trial of this material that was a part of the author's doctoral research. The author describes his use of incorporating folktales in teaching the values of multiculturalism, which has received a positive response from students. The innovative method and the task-based structure of the material have helped the students construct their own creative inventions. Folktales synthesized with task-based learning can achieve the goal of orienting young learners toward the concepts of cultural diversity and multiculturalism. (Contains 1 figure and 3 tables.)
Preparing Teachers for Social Justice Advocacy. Am I Walking My Talk?
Author: Burrell Storms, Stephanie
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Social Justice,Advocacy,Reflection,Teaching Methods,Beliefs,Student Diversity,Graduate Study,Readiness,Consciousness Raising,Semi Structured Interviews,Program Effectiveness,Inquiry,Change Strategies,Attitude Change,Grounded Theory

To prepare teacher candidates to become social justice advocates, teacher educators have to critically reflect on their curriculum and teaching strategies to examine whether they are &quot;acting on their beliefs&quot; about diversity and social justice. In this article the author examines teacher candidates' perceptions of how their experiences in a graduate level action research course, using a critical approach, promoted their readiness for social justice advocacy. (Contains 1 table and 7 notes.)
A Step-by-Step Guide to Personalize Learning
Author: Bray, Barbara
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Classroom Environment,Individualized Instruction,Student Needs,Student Characteristics,Lesson Plans,Planning,Questioning Techniques,Educational Resources,Teaching Methods,Student Evaluation,Teacher Role,Student Role,Learning Strategies,Educational Technology,Technology Uses in Education,Technology Integration

It is known that every learner is unique and that one-size-fits-all instruction does not work for most. How can a classroom environment be created that gives each learner voice and choice? The co-founders of Personalize Learning, LLC, offer a detailed six-step approach. This article provides the background on what is and what is not Personalized Learning, the Stages of Personalized Learning that impact teacher and learner roles, and the process using the six steps to personalize learning in a Stage One Personalized Learning Environment.
Massive and Open
Author: Fasimpaur, Karen
Date: 2013-00-00
Type: Journal Articles
Subjects: Online Courses,Open Source Technology,Distance Education,Lifelong Learning,Teaching Methods,Access to Education,Educational Technology,Internet,Faculty Development,Computer Uses in Education

MOOCs--massive open online courses--are all the rage these days, with hundreds of thousands of participants signing up and investors plunking down millions to get a piece of the pie. Why is there so much excitement about this new disruptive form of online learning, and how does this model apply to professional learning for teachers? Traditional educational institutions will need to consider what, if any, part they want to play in the MOOC space and how they can best serve their on-campus learners, as well as the broader universe of potential students. For lifelong learners, MOOCs offer unprecedented opportunities. Every educator should participate in or lead a MOOC to appreciate this new form of learning and to bring its strongest benefits to their own classrooms. Everyone benefits where there are so many new learning opportunities available.
The Future of Professional Learning
Author: Burns, Mary
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Technology,Technology Uses in Education,Television,Computer Simulation,Teacher Education Programs,Video Technology,Social Networks,Access to Information,Foreign Countries,Telecommunications,Handheld Devices

What will technology-based teacher professional development look like in 
the next few years? In this article, teacher training curriculum designer Mary Burns presents her 5 top picks from the professional learning technologies now emerging around the world: (1) IPTV; (2) Immersive Environments; (3) Video; (4) Social Media; and (5) Mobile Technologies.
Seeing Is Believing!
Author: Runyan, Marla
Date: 2013-02-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Handheld Devices,Blindness,Visual Impairments,Teaching Methods,Internet,Satellites (Aerospace),Accessibility (for Disabled)

Most would agree that iOS technology is downright cool. But it is more than cool for a person with a visual impairment--it is accessibility built right in. 
At first glance, an iOS device, such as an iPhone or iPad, does not appear to be an appropriate tool for the blind. It has only a few physical buttons, and it seems to make sense only for someone with full sight. However, features such as Zoom and VoiceOver and compatibility with braille displays have made iDevices accessible right out of the box to people who are blind or visually impaired. This technology has quickly made its way into classrooms as a highly motivating, sleek, and portable learning tool. As a teacher of students with visual impairments (TVI), Marla Runyan believes iOS technology has potential for students beyond the learning of core academics. An iOS device can provide timely access to curriculum, enable productivity in a portable manner, facilitate social networking and
daily living skills, support orientation and mobility skills, and even bridge
the gap between braille and print.
Hands-on Learning in the Virtual World
Author: Branson, John
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Experiential Learning,Teaching Methods,Armed Forces,Cooperative Programs,Problem Based Learning,STEM Education,Educational Technology,Technology Uses in Education,Partnerships in Education,Faculty Development,School Community Programs,Natural Disasters

The U.S. military has long understood the value of immersive simulations in education. Before the Navy entrusts a ship to a crew, crew members must first practice and demonstrate their competency in a fully immersive, simulated environment. Why not teach students in the same way? K-12 educators in Pennsylvania, USA, recently did just that when they partnered with the U.S. Navy in the Real World Navy Challenge (RWNC, www.rwnc.org). A joint project coordinated by the Navy, the Chester County Intermediate Unit, and Delaware Valley Industrial Resources Center, the RWNC uses immersive learning to give students real-world problem-based scenarios requiring science, technology, engineering, and mathematics (STEM) knowledge and skills, without requiring them to leave the classroom. Bottom line, hands-on problem-based learning (PBL) has increased student engagement and learning. Virtual environments provide a way to get that hands-on experience for students, even when the logistics of the real world get in the way.
Lights, Camera, Reflection!
Author: Mourlam, Daniel
Date: 2013-02-00
Type: Journal Articles
Subjects: Video Technology,Teaching Methods,Observation,Self Evaluation (Individuals),Reflection,Teacher Competencies,Classroom Environment

There are many ways to critique teaching, but few are more effective than video. Personal reflection through the use of video allows one to see what really happens in the classrooms--good and bad--and provides a visual path forward for improvement, whether it be in one&apos;s teaching, work with a particular student, or learning environment. This is true regardless of the focus of the video. This article explains that, whether a teacher wants to observe students, their own performance, or the classroom environment, video is a great way to develop effective learning and teaching. It advises on how to find a focus for the recording, knowing when to record, and reflecting on the video.
Re-Imagine Your Library with iPads
Author: Perez, Lisa
Date: 2013-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Handheld Devices,Educational Technology,Technology Uses in Education,Elementary Schools,Library Administration,Educational Methods,Learner Engagement

Chicago Public Schools librarians have discovered that iPads engage students in developing their reading, writing, speaking, and listening skills while expressing their creativity. Their librarians embarked on a year-long experiment with the mobile devices that inspired them to completely reinvent the way they teach. This article presents tips that schools can use to start a similar program.
Build Engagement and Knowledge One Block at a Time with Minecraft
Author: Tromba, Peter
Date: 2013-00-00
Type: Journal Articles
Subjects: Middle Schools,Computer Games,Teaching Methods,Video Games,Educational Technology,Student Motivation,Computer Simulation

The core of instruction is the interaction between the student, the content, and the teacher. Good instructional design accounts for the students' needs and interests by personalizing the core to each student. Video games and simulations are one way to meet student needs and leverage their interests for increased student learning. In the 2011-12 school year, eighth grade students at Monroe Middle School in Eugene, Oregon, USA, participated in a pilot class that featured the popular online game Minecraft (minecraft.net). The project clarified for the author the question of how video games can be a tool for learning. It also brought into stark relief the misconceptions many career educators have regarding gaming in education.  Peter Tromba, formerly a science, math, and computer teacher before becoming a middle and high school principal in Eugene, Oregon, describes an experiment in which Minecraft gaming was used to improve student achievement, and along the way it was discovered that computer gaming presents a challenge and opportunity to improve both learning and class attendance.
Australia's Campfires, Caves, and Watering Holes
Author: Davis, Ann W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Role,Educational Environment,Educational Technology,Technology Uses in Education,Teacher Collaboration,Computer Uses in Education,Space Utilization,Faculty Development

Educators recognize that they need to create new learning and teaching environments where the curriculum and instructional tools reflect today's world. Schools are full of students who want to engage, socialize, communicate, create, and collaborate in meaningful ways that reflect the world in which they live. How can education re-create itself to engage these learners and keep up with the pace of this change? What can educators do in response to change and to reach their digital students? These questions led a group of 17 educators (university professors, directors of technology, classroom teachers, tech coordinators, library media specialists, corporate representatives, researchers, ISTE's president, and two board members) from the United States and Norway on a two-week study tour to Australia to seek answers. This article describes how educators on ISTE's Australian Study Tour discovered ways to create new learning and teaching environments where curriculum and instructional tools meet the digital age.
Streamline Your PD
Author: Neufeld, Janet K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Influence,Management Systems,Program Administration,Program Implementation,Administrator Role,Teacher Improvement,Teacher Competencies,Educational Technology,Technology Uses in Education

One of the larger shifts in education is evaluating teacher knowledge acquisition to determine if it is effectively changing the way teachers learn, teach, and bring about student improvement. In the effort to do this, teachers often spend much time on administrative duties, such as documenting what classes or workshops they have taken, and this often takes time away from more important tasks, such as capturing what individual learning occurred and how it was applied in the classroom. It is important to remember that professional learning can only affect student learning in the classroom if it is evaluated in terms of changes in teacher practice and student outcomes. Here, Janet Neufeld describes her experiences with a Professional Development Management System (PDMS). She found that with a high-quality PDMS, teachers can plan professional learning with online surveys for needs assessments; create mentor, professional learning community, schools, and district learning plans; and align specific experiences to those plans to assist with reporting. Neufeld advises that in selecting a system, the PDMS should be highly customizable, manage site-based learning, and include a suite of tools for evaluating effectiveness. The author concluded the article by saying: &quot;In a time when we must make stronger and more visible connections between educator learning and student learning, a PDMS enabled my district to save time and money while ensuring that our professional learning expenditures were highly focused on the adult learning experiences that make a difference.&quot;
Engage, Enhance, and Extend Learning!
Author: Keren-Kolb, Liz
Date: 2013-05-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Language Arts,Student Teachers,English Teachers,Teaching Methods,Vignettes,Assignments,Learner Engagement,Lifelong Learning,Learning Activities

Educators often say that technology is more than a gimmick or add-on, and that it should engage, enhance, or extend learning in ways that traditional tools do not. Yet they seldom stop to define these terms, and they can be confusing, especially for teachers and preservice teachers. Recently, while collaborating on an English language arts and technology integration assignment with a literacy instructor, the author realized that she needed to be explicit with the student teachers as well as with her teaching colleagues about the difference between engaging, enhancing, and extending learning when integrating technology. in this article Liz Keren-Kolb, more clearly defines these terms as they relate to technology integration projects. She then provides scenarios of technology integration. After each scenario is a table indicating where in the hierarchy the integration falls: &quot;engagement,&quot; &quot;enhancement,&quot; and/or &quot;extension.&quot; These scenarios illustrate how teachers can implement the same general assignment in different ways to promote only engagement; engagement and enhancement; or engagement, enhancement, and extension of learning. Although just having one of the three types is sufficient reason to use technology, having all three lets teachers develop the innovative projects that allow for lifelong learning opportunities and a deeper understanding of learning goals.