ethanporcaro/eric-fulltext-meta huggingface dataset:
A Program Evaluation Model: Using Bloom's Taxonomy to Identify Outcome Indicators in Outcomes-Based Program Evaluations
Author: McNeil, Rita C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Adult Education,Outcome Based Education,Educational Indicators,Classification,Program Evaluation,Models,Systems Approach,Curriculum Design,Behavioral Objectives,Outcomes of Education,Comparative Analysis,Educational Objectives

Outcomes-based program evaluation is a systematic approach to identifying outcome indicators and measuring results against those indicators. One dimension of program evaluation is assessing the level of learner acquisition to determine if learning objectives were achieved as intended. The purpose of the proposed model is to use Bloom's Taxonomy to guide program and curriculum designers through the challenging process of identifying, classifying, and clearly communicating specific outcome indicators by which to evaluate their programs.
Alcohol Control Policy and the Blackfeet Reservation: A Study of Attitudes toward Alcohol
Author: Conti, Gary J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Factor Analysis,Drinking,Social Problems,Discriminant Analysis,American Indian Education,Alcohol Abuse,American Indian Reservations,Tribes,Surveys,Policy Analysis,Validity,Attitude Measures

Excessive consumption of alcohol is a worldwide health and social problem that manifested in the local tribal communities. The purpose of this study was to describe the attitudes of those on the Blackfeet Reservation concerning an alcohol control policy for the Reservation. The survey results from a stratified sample of 400 participants revealed strong support for an alcohol control policy for the Blackfeet Reservation. Factor analysis of the survey instrument demonstrated that clarity and validity can be provided for an instrument that is generated from specific perceived community interests rather than from a general literature search. Discriminant analysis was used to describe the differences between those who supported and those who opposed an alcohol control policy for the reservation. Cluster analysis was used to explore for naturally-occurring groups based on the 400 responses to the 26 items in the survey. Finally, conclusions were drawn based on the survey results for making recommendations to policy makers concerning an alcohol control policy for the reservation. (Contains 11 tables and 2 figures.)
"Intelligences That Plants Can Pass On": Play Dough, Fun and Teaching Strategies with Insights to Multiple Intelligences
Author: Laughlin, Kevin
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Multiple Intelligences,Guides,Learning Activities,Teacher Education Programs,Inquiry,Student Participation,Plants (Botany),Interdisciplinary Approach,Gardening,Planning,Lesson Plans

The "Intelligences That Plants Can Pass On" is an activity that involves several of Gardner's Multiple Intelligences and was designed for demonstrating the practical use of Multiple Intelligences in delivering education programs to all ages of learners. Instructions are provided for how to implement this activity, and the activity is linked to teaching and learning concepts. In addition, the Charette Teaching Strategy is explained. Practitioners are encouraged to incorporate the concept of Multiple Intelligences in their teaching. (Contains 1 figure.)
It Does Matter How We Teach Math
Author: Rodrigues, Kathleen J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Thinking Skills,Teacher Effectiveness,Experiential Learning,Adult Learning,Andragogy,Teaching Methods,Creativity,Best Practices,Critical Thinking,Cognitive Development,Adult Education,Mathematics Anxiety,Adult Students,Curriculum Design,Context Effect,Mathematics Instruction,Student Needs,Learning Motivation,Learning Theories

This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore the needs of learners and the learning contexts that would help them achieve higher dimensions of critical thinking and cognitive development. Based on Knowles' six assumptions of andragogy, curriculum was designed to provide college math students meaningful learning experiences, critical thinking skills, and application within the context of the classroom. Creativity and hands-on learning proved to be beneficial not only to tactile and kinesthetic learners but to others in the classrooms as well. Additionally, math anxiety is addressed and how such anxiety can and does have a debilitating impact on learning math in the classroom. Using adult learning principles and best practices in undergraduate math education, keys to opening the door for student success are application, recognizing math anxiety in students, creativity, hands on learning, and incorporating characteristics of effective teachers.
Mentoring and Leadership: A Practical Application for One's Career Path
Author: Laughlin, Kevin
Date: 2012-00-00
Type: Journal Articles
Subjects: Leadership Styles,Teaching Methods,Leadership,Altruism,Intimacy,Mentors,Catholic Schools,American Indian Reservations,American Indians,Elementary Schools,Cognitive Style,Teacher Effectiveness,Teacher Competencies,Teaching (Occupation),Career Development

This paper explores mentoring and mentorship at the beginning and ending of one's career path and the role of mentoring in the process. It frames the mentoring and leadership discussion using the lens of a first year teacher in a LaSallian elementary school in Browning, Montana, on the Blackfeet Indian Reservation. Topics examined in this paper are garnered around the questions of who are your mentors and of how do they help you. Mentoring is a complex endeavor propelled mainly by love and care. In our examination of mentoring practice, we explore the behaviors, relationships, leadership styles, personality, individual gifts, and learning styles which create the cornerstone of the formation of mentoring. Mentoring begins and ends with exploring and validating each individual's gifts of love, joy, peace, patience, kindness, goodness, gentleness and self-control, whereby mentors provide presence, encouragement and accountability for the journey.
Reducing Teenage Binge Drinking and Drunk Driving on the Reservation: The Pikanii Action Team
Author: Still Smoking, Dorothy
Date: 2012-00-00
Type: Journal Articles
Subjects: Legal Responsibility,Drinking,Community Leaders,Adolescents,Alcohol Abuse,American Indian Reservations,Motor Vehicles,American Indians,Consciousness Raising,Policy Formation,Risk,Traffic Safety,Awards,Training,Retailing,Law Enforcement,Advisory Committees

The Pikanii Action Team project addressed the issues of teenage drinking and drunk driving on the Blackfeet Reservation. Basing their actions on locally-generated research, the Pikanii Action Team conducted a series of activities and initiatives to promote public awareness and action related to high-risk activities related to drinking. The team's actions resulted in the passage of resolutions on the reservation related to driving safety and to mandatory training for alcohol servers. The Pikanii Action Team was recognized for its efforts by being awarded the Community Leadership Award by the FBI.
Training Adult ESL Learners in Metacognitive Reading Strategies
Author: Huang, Jiuhan
Date: 2012-00-00
Type: Guides - Classroom - Teacher
Subjects: English (Second Language),Metacognition,Reading Strategies,Adult Learning,Adult Reading Programs,Adult Education,Reading Instruction,Classroom Techniques,Instructional Effectiveness,Training Methods,Teaching Guides,Program Implementation,Educational Strategies

This article is written as a practical guide to aid teachers in metacognitive reading strategy instruction. The nature of metacognitive strategies is explored, followed by specific procedures for implementing effective metacognitive strategy instruction in the adult ESL classroom. Chamot and O'Malley's (1994) five-phase strategy instruction framework is utilized as a foundation, with the addition of specific instructional recommendations for each phase.
Pen Pal Writing: A Holistic and Socio-Cultural Approach to Adult English Literacy
Author: Larrotta, Clarena
Date: 2012-00-00
Type: Journal Articles
Subjects: Learner Engagement,Literacy Education,Teaching Methods,English (Second Language),Second Language Learning,Writing Assignments,Writing Instruction,Writing Skills,Native Speakers,Holistic Approach,Letters (Correspondence),Interviews,Questionnaires,Adult Education,Social Influences,Cultural Influences,Graduate Students,College School Cooperation,Program Effectiveness,Spanish Speaking

This qualitative study reports the findings implementing a pen pal letter exchange project between adult English language learners and volunteer native English speakers. The pen pal project was implemented using a holistic and socio-cultural approach to English literacy development. This article presents pen pal writing as an authentic language learning strategy which promotes individualized student learning and engagement. It also discusses the benefits that the pen pal letter exchange offered to study participants, including linguistic and cultural gains. Data for the study were collected through interviews, questionnaires, field notes, and participants' letters. Study findings are presented through the following themes: Student engagement, scaffolding learning, content of the letters, mini-lessons, and suggested steps for implementation of a pen pal project.
Balancing Act: Addressing Culture and Gender in ESL Classrooms
Author: Johnson, Michelle A.
Date: 2012-00-00
Type: Journal Articles
Subjects: English Language Learners,English (Second Language),Second Language Learning,Classroom Environment,Student Diversity,Language Teachers,Teacher Response,Culturally Relevant Education,Educational Strategies,Teaching Methods,Second Language Instruction,Qualitative Research,Research Methodology,Course Content,Gender Issues,Cultural Differences

ESL educators find themselves teaching a diverse group of students in today's classroom. This study investigated how ESL instructors address diversity in their teaching. The literature review revealed research on the experiences of teachers using culturally responsive teaching strategies. Using qualitative research methods, this study explores the participants' subjective teaching experiences in-depth. The findings revealed particular themes related to the instructional strategies and challenges encountered when teaching culture and gender. The findings suggest ESL instructors must take an active role in creating activities, exercises and curriculum that contribute to an inclusive learning environment that empower their students inside and outside the classroom.
An ESL Audio-Script Writing Workshop
Author: Miller, Carla
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing Workshops,Collaborative Writing,Models,Interpersonal Communication,Communication (Thought Transfer),Journal Writing,Peer Relationship,Teacher Student Relationship,English (Second Language),Second Language Instruction,Writing Instruction,Audiovisual Aids,Audio Equipment

The roles of dialogue, collaborative writing, and authentic communication have been explored as effective strategies in second language writing classrooms. In this article, the stages of an innovative, multi-skill writing method, which embeds students' personal voices into the writing process, are explored. A 10-step ESL Audio Script Writing Model is illustrated through the examination of similar writing models and their deficits. Developed in a University Intensive English Program, the ESL Audio Script Writing Model was integrated into a 10-week Idioms course. The multi-skill audio script recording activity integrates opportunities for students to perform, record, and publish. A sample audio script group dialogue is also provided. (Contains 1 figure.)
Learning through Dramatic Story Presentation
Author: Tindall, Evie
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Story Telling,Drama,English Language Learners,Outcomes of Education,Adult Learning

The use of story with dramatic presentation approaches produces an engaging and powerful instructional choice for today's adult ESL educators. Two engaging and timed-tested approaches are Reader's Theater and Tableau Vivant. Both provide English language learners with content tailored to their abilities in addition to numerable opportunities to engage in meaningful interactions with language, content, and teachers and peers. This article examines dramatic story and its learning outcomes, as well as provides instructional guidelines for implementing two time-tested and appealing approaches to dramatic story presentation.
The Moderating Effect of Teacher Support on Depression and Relational Victimization in Minority Middle School Students
Author: Mihalas, Stephanie T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Adolescents,Caring,Depression (Psychology),Interaction,Victims,Middle School Students,Minority Group Students,Teacher Role,Teacher Student Relationship,Bullying,Early Adolescents,Low Income Groups,Gender Differences,Social Support Groups,Student Attitudes,Predictor Variables,Racial Differences,Age Differences,Questionnaires

Support provided by caring teacher-student relationships is essential for the emotional well-being of students who are bullied. The researchers were interested in discovering whether perceived teacher support would moderate the relationship between relational victimization and depression in low-income minority middle school students. A mixed methods study was conducted at a Title I middle school located in central Florida (N = 153). Results indicated that males and females experienced equal amounts of victimization and also reported perceived social support fairly equally. Regression analysis indicated that relational victimization predicted depression. Teacher support served as a moderator variable for relational victimization and depression in middle school students, especially for students who experienced moderate to severe bullying. There were no interaction effects for gender, race, or grade. Finally, qualitative results were analyzed utilizing Consensual Qualitative Review (CQR) and triangulated with the quantitative results. Emergent findings are presented. (Contains 2 tables, 1 figure and 2 footnotes.)
Inclusion Means More than Just Being "in:" Planning Full Participation of Students with Intellectual and Other Developmental Disabilities in the General Education Classroom
Author: Jorgensen, Cheryl M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Autism,Developmental Disabilities,Multiple Disabilities,Instructional Development,Mental Retardation,Inclusion,Mainstreaming,Classroom Environment,Regular and Special Education Relationship,Teacher Expectations of Students,Student Participation,Planning,Teamwork

When students with autism, intellectual, and multiple disabilities are included in general education classes their teachers often struggle with identifying meaningful participation opportunities. Too often students are seated in the back of the room, socially isolated from their classmates, taught primarily by a paraprofessional, and without access to the general education curriculum. This paper describes the routines-based instructional planning process of The Beyond Access Model that promotes students' full membership, participation, and learning of the general education curriculum in the general education classroom. The process is grounded in high expectations for all students and provides step by step guidance to their educational teams. Limitations of the research on the Model are presented with suggestions for future study. (Contains 2 figures and 1 footnote.)
Jumping the Connection Gap: Helping Students Build a Bridge between Major and Career
Author: Schillace, Brandy
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,College English,Majors (Students),Praxis,Education Work Relationship,Liberal Arts,Service Learning,Community Involvement,School Community Relationship,Employment Opportunities,School Business Relationship,Job Skills,Employer Attitudes,Expectation,Career Readiness,Self Efficacy,Critical Thinking,Creativity

How do we impress upon our students the value of ethical writing?--of community involvement?--of civic activism? We must do more than prepare them for their roles as community members and future employees; we must show them in what way they are prepared, as well as how and why to maintain community connections. This paper details the creation of a pilot course and its revision into a repeatedly offered 200-level English class intended to close the gap between students and the wider business and civic community. (Contains 1 note.)
The Viability of the English Major in the Current Economy
Author: Hiner, Amanda
Date: 2012-00-00
Type: Journal Articles
Subjects: Majors (Students),College English,Business Administration Education,Peer Acceptance,Critical Thinking,Communication Skills,Creativity,Enrollment Trends,Education Work Relationship,Work Environment,Humanities,Role,Employment Opportunities,Employment Potential,Liberal Arts,Evidence,Journal Articles,Campuses

In an April, 2012 Wall Street Journal article titled &quot;Wealth or Waste? Rethinking the Value of a Business Major,&quot; national reporter Melissa Korn explores an intriguing fact: the business major, the most popular major on college campuses for over 30 years and the discipline believed to be most economically viable by prospective college students and their parents, is in crisis. Employers and corporate recruiters, Korn reports, increasingly believe that business degrees &quot;focus too much on the nuts and bolts of finance and accounting and don't develop enough critical thinking and problem-solving skills through long essays, in-class debates, and other hallmarks of liberal-arts courses.&quot; This perceived lack of critical thinking and communication skills among business majors is causing many recruiters to seek &quot;candidates with a broader academic background&quot; who exhibit &quot;flexible think[ing]&quot; and &quot;exposure to multiple disciplines&quot; (Korn). Ironically, however, while business employers and corporate recruiters are seeking broadly-educated graduates trained in critical thinking, analysis, and communication, universities are rapidly expunging many humanities majors from their curricula and are shifting their course offerings towards more vocational and technical tracks. In a New York Times article titled &quot;Making College &quot;Relevant&quot;,&quot; Kate Zernicke reports that during the recent &quot;Great Recession,&quot; colleges and universities have struggled to make their liberal arts and humanities majors seem relevant, viable, and attractive to prospective students and to parents who want to see evidence of a clear correspondence between a chosen major and future gainful employment. Some universities have cut their philosophy and classics departments altogether, and most colleges and universities have had to scrutinize intensely their curricula to determine whether they match perceived trends in enrollment and job placement (Zernicke). (Contains 17 notes.)
Translating the Verbal to the Visual
Author: Engbers, Susanna Kelly
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Visual Literacy,Critical Viewing,Verbal Communication,Persuasive Discourse,Content Analysis,Media Adaptation,Visual Aids,Role,Communication (Thought Transfer),Peer Evaluation,Assignments

Communication has always been at least partly a visual experience--insofar as the speaker's appearance on a stage or the text's appearance on the page. Certainly, however, the experience is becoming more and more visual. Thus, equipping students with the tools necessary to analyze and evaluate the visual rhetoric that surrounds everyone is a task that seems difficult for those in the field to ignore. This article describes an assignment suitable for the composition classroom that leads students to consider the complicated relationship between verbal and visual communication.
The Intent/Effect Tactic: A Practice of Rhetorical Listening
Author: Rodgers, Meagan
Date: 2012-00-00
Type: Journal Articles
Subjects: Classroom Environment,Racial Bias,Rhetoric,Listening,Intention,Context Effect,Perspective Taking,Student Reaction,Discussion (Teaching Technique)

Recent scholarship shows that teachers across English studies continue to struggle with discussions of race in their classrooms. In this article, I offer the intent/effect tactic as a tool teachers can use to analyze and respond to racially problematic assertions. By asking students to consider not only intent but also effect, we can help them craft a practice of rhetorical listening that can lead to more productive dialogue. (Contains 3 notes.)
Discussing Comedy--An Interrogative Approach
Author: Hardin, Richard F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Moral Values,Comedy,Check Lists,English Instruction,Literature,Discussion (Teaching Technique),Questioning Techniques,Social Values,Identification (Psychology),Reader Text Relationship,History,Literary Genres

Rather than propose or endorse a single theory of comedy, this essay explores a wide variety of implications in sometimes-conflicting ideas on the subject. It groups questions under such topics as types of comedy, plot, social morality, and identity. These questions are drawn from a wide range of viewpoints both ancient and modern. It concludes with a brief checklist of questions for analyzing comedy.
Owning the Journey: Using Collaborative Revisions of Little Red Riding Hood in Teaching Introduction to Literature at a Historically Black University
Author: Scott, Pauline
Date: 2012-00-00
Type: Journal Articles
Subjects: Introductory Courses,Literature,Fairy Tales,Skits,Assignments,Authors,Criticism,Comparative Analysis,College Students,Black Colleges,Models,Feminism,Sexuality

Design and implementation of a collaborative course project, using Little Red Riding Hood (LRRH) to teach and discuss the concepts of orality, cultural legacy, archetypes, adaptation/appropriation, and social criticism in an Introduction to Literature course at Historically Black Alabama State University in Montgomery, Alabama. The student groups are guided through the use of interactive, collaborative strategies in the creation of a group oral presentation that reconfigures the LRRH story in combination with other narratives discussed during the semester in order to convey a message of social criticism. The project encourages students to reclaim or &quot;own&quot; a traditional tale from Western literary tradition by transforming it to communicate a new message.
Powerful Alignment: Building Consensus around the Common Core State Standards
Author: Doyle, Keridan
Date: 2012-00-00
Type: Journal Articles
Subjects: Alignment (Education),Core Curriculum,State Standards,Persuasive Discourse,Goal Orientation,Rhetoric,Models,Educational Change,Partnerships in Education,Politics of Education,Human Capital,Economic Impact,Education Work Relationship

This paper examines a sampling of arguments for and against the Common Core State Standards from the period surrounding their adoption. While supporters of the standards have articulated common goals such as economic security, equity, and alignment, opposing voices have failed to coalesce around a unified set of principles or a common language. An analysis of the various arguments and rhetorical techniques used by supporters and opponents reveals a model for achieving rapid, dramatic change in the modern educational landscape.