ethanporcaro/eric-fulltext-meta huggingface dataset:
More than Words: An Early Grades Reading Program Builds Skills and Knowledge
Author: Dubin, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Programs,Reading,Kindergarten,Phonics,Decoding (Reading),Oral Language,Grade 2,Grade 3,Grade 1,Reading Comprehension,Elementary School Students,Vocabulary,Reading Aloud to Others

Five years ago, as a way to ensure that students not only learn to decode but also understand what they decode, the Core Knowledge Foundation, the nonprofit that publishes the Core Knowledge curriculum, created a language arts program for kindergarten through second grade. The program includes two 60-minute strands: (1) a "Skills Strand," in which students learn decoding, encoding (writing), spelling, and grammar; and (2) a "Listening and Learning Strand," in which they engage with a wide variety of fiction and nonfiction texts so as to build oral language, knowledge, and vocabulary--the real keys to comprehension. While the conventional wisdom has long held that students first learn to read and then, around the end of third grade, switch to reading to learn, Core Knowledge shows that students in kindergarten through second grade are fully capable of--and benefit from--acquiring both decoding skills and content knowledge at the same time. The program's Skills Strand, although high quality, is not what makes this program unique. Other early-grades reading programs also do a good job of helping children make the all-important speech-to-print connection through research-based phonics instruction. This article explores what makes this program stand out--the content knowledge delivered through the Listening and Learning Strand. (Contains 9 footnotes and 19 endnotes.)
From Laura Ingalls to Wing Biddlebaum: A Survey of Teacher Identities in Works of Literature
Author: Muchmore, James A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Literature,Teaching (Occupation),Professional Identity,Literary Devices,Literary Genres,Novels,Educational Research,Reader Text Relationship,Classification,Fiction

Teachers appear as characters in a wide range of literary writing. To date, few scholars have systematically studied the teachers who appear in works of literature. Much of the existing work has focused on relatively small numbers of teachers and has been presented in the form of brief essays rather than formal research (e.g., Booth, 2006; Crume, 1989; Shockley, 1971). Other scholars have written longer pieces exploring issues ranging from an exploration of tensions among gender, authority, and desire (Keroes, 1999), to an analysis of teachers who appear as characters in novels written for young adults (Burnaford, 2001; Smedman, 1989), to an examination of race, class, gender, and control in fictional depictions of teachers (Brunner, 1994). However, no one has ever attempted to classify the range of teacher identities that appear in a large and diverse sampling of literary works. In fact, no one has even compiled a relatively well-rounded list of literary teachers--one which spans multiple genres, multiple historical periods, and multiple audience levels. The purpose of this study is therefore to systemically categorize the types of teachers that appear in a broad range of literature, and to define the various identities that are depicted. It is hoped that this important preliminary work will spawn a wide range of future studies into the lives, careers, and identities of literary teachers.
Home Visits: Teacher Reflections about Relationships, Student Behavior, and Achievement
Author: Stetson, Ranae
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Student Behavior,Home Visits,Parent Participation,Reflection,Teacher Student Relationship,Parent Teacher Cooperation,Work Ethic,Elementary School Teachers,Student Improvement,Social Cognition,Masters Programs,Critical Incidents Method,Preservice Teacher Education,Teacher Education Programs,Program Effectiveness,Partnerships in Education

The literature is sated with calls for more and better communication between home and school. Teachers believe that parents should be more involved, but seem at a loss as to how to make that happen, and parents often feel disconnected to their child's teacher and the school. Few would argue that it is the responsibility of classroom teachers to establish and build good relationships with parents. Building those positive relationships with parents may not always be easy, but the rewards have consistently shown to be worth the effort. Numerous research articles cite improvements in student behavior and academic success when something as simple as a home visit is implemented (Flessa, 2008; Learning First Alliance, 2010; National PTA 2010; Sandham, 1999; Wherry, 2009). While there is wide agreement about the potential value of home visits, little is known about how one should be conducted or the objectives of such visits. Clearly, there is a lack of effective models for how teachers can develop the skills needed to make such visits productive. The purpose of this paper is to explore quantitative and qualitative findings on the effects of a single home visit on relationships between the teacher and parents, teacher-student relationships, student behavior, work habits, and academic achievement. (Contains 3 figures.)
Mandated to Learn, Guided to Reflect: Pre-Service Teachers' Evolving Understanding of English Language Learners
Author: Markos, Amy Michele
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Reflective Teaching,English Language Learners,Student Teacher Attitudes,Attitude Change,Immersion Programs,Teacher Education Programs,Educational Needs,Needs Assessment,Reflection,Literature Reviews,State Policy,Compliance (Legal),Alignment (Education),Multicultural Education,Social Attitudes

In this article, the author describes pre-service teachers' understandings of English language learners (ELLs) and the ways that their understandings evolved through participation in a Structured English Immersion (SEI) course. To provide the context of this study, the author begins with a brief review of recent policies in Arizona that affect the education of ELLs and the preparation of teachers who will serve them. She then reviews two areas of literature: (a) what teachers need as a means to be prepared to work with ELLs and (b) the use of reflection in teacher preparation. She follows the literature review with a brief discussion of the current tensions created by the mismatch between the literature and the Arizona mandates. In an attempt to balance these tensions, she explains how she designed her SEI course, describing her research approach and findings. In the final section of the article, she presents the implications of her findings for teacher educators, teacher preparation programs, and policy. (Contains 2 tables.)
Preparing Future Teachers to Collaborate
Author: Santagata, Rossella
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teachers,Teaching Skills,Teacher Collaboration,Field Experience Programs,Faculty Development,Interprofessional Relationship,Communities of Practice,Learning Activities

In this article, the authors argue that teacher education programs should equip future teachers with skills for engaging in productive collaboration focused on improving instruction. Because little is known about pre-service teachers' beginning conceptions of collaboration and the ways in which collaboration skills can be developed, the authors conducted a study to investigate these issues. Their findings can be summarized as follows: (1) Pre-service teachers' initial conceptions of collaboration do not necessarily match with the kind of collaboration expected of them in professional development settings such as lesson study or professional learning communities; (2) With support, pre-service teachers can learn to collaborate and find collaboration useful; and (3) Collaboration in fieldwork settings can further develop collaboration skills. Although study findings suggest that providing pre-service teachers with opportunities to engage in collaborative analysis of teaching across university and school settings contributes to the development of important collaboration dispositions and skills, the findings also highlight the need for a system of support that guides pre-service teachers' development. If pre-service teachers were to engage in productive collaboration early on, the most sophisticated levels of collaboration could perhaps be reached by the majority of them by the end of the teacher education program. (Contains 1 figure.)
The Impact of Scripted Literacy Instruction on Teachers and Students
Author: Dresser, Rocio
Date: 2012-00-00
Type: Journal Articles
Subjects: Literacy,Reading Instruction,Reading Programs,Second Language Learning,Reading Comprehension,Elementary School Teachers,Teacher Role,Action Research,Decoding (Reading),Teaching Methods,Teacher Attitudes,Instructional Effectiveness,Teacher Responsibility,Individual Needs,English Language Learners

Today, effective and creative teacher designed instruction is being replaced by scripted reading programs. These programs are changing the role of the teacher in the classroom from professionals to mere transmitters of knowledge. The idea that the role of the teacher had changed became evident while conducting a study with elementary school teachers from a local school. The five participating teachers were concerned about their English learners (ELs) not meeting their academic requirements. They attributed their students' low-test scores to the fact that a large number of them were proficient decoders, but struggled with reading comprehension and content knowledge. They felt that the scripted literacy program was rushed and did not give them enough time to take a closer look at students' individual reading needs. This article begins with a brief overview of the initial study and presents some of the unexpected findings. The article also explores some of the unintended consequences of scripted reading programs as well as the claims made by some proponents. At the end, it provides some alternatives to scripted instruction. (Contains 1 figure.)
Journey of "Becoming": Secondary Teacher Candidates' Concerns and Struggles
Author: Cooper, Jewell E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Student Teaching,Teacher Education Programs,Autobiographies,Expertise,Teacher Educators,Preservice Teachers,Focus Groups,Pedagogical Content Knowledge,Interviews,Professional Identity,Teacher Characteristics,Student Diversity,Teacher Effectiveness,Teacher Role,Student Teacher Attitudes

As is widely recognized in the teacher education field, it is a complex process for teacher candidates to become effective classroom teachers. With growing linguistic and cultural diversity in today's classrooms, as well as different social expectations for education, the teacher preparation process is becoming increasingly demanding and challenging. Further, the characteristics of the preservice teaching force are changing as teacher candidates of the millennial generation enter teacher education programs. In particular, teacher educators who prepare secondary preservice teachers need to provide support in areas beyond content expertise and pedagogical knowledge. While many researchers report the reality shock teacher candidates experience during the process of "becoming" and discuss the struggles and confusions that teacher candidates confront during their professional identity development, continued research is needed for teacher educators to learn from teacher candidates' experiences and their journey of becoming. Such feedback will lead to the development of more effective teacher education programs that prepare highly qualified teachers for 21st century school-age populations. In addition to examining the impact of selected components of their teacher education program on teacher development (He & Cooper, 2009), the authors were particularly interested in learning more about teachers' concerns and struggles on their journey of becoming. Through autobiographies, interviews and focus groups, the authors followed the development of seven secondary teacher candidates over the last two years of their teacher education program. In this study, the authors intended to focus on: (1) the development of teachers' self-perception of their roles; (2) the major concerns of their teacher candidates; and (3) the reasons behind these concerns. Two major research questions were addressed in this study: (1) How do secondary teacher candidates perceive their roles as teachers before and after student teaching?; and (2) What are secondary teacher candidates' main concerns and sources of such concerns before and after student teaching? The authors' interpretation of the implications for teacher education programs is provided. Additionally, through the exploration of their candidates' journey of becoming teachers, the authors as teacher educators can potentially gain insight into their own professional journeys with the goal of improving not only their candidates' professional preparation but also their own professional practice. (Contains 4 tables and 1 note.)
Co-Teaching in a Teacher Education Classroom: Collaboration, Compromise, and Creativity
Author: Graziano, Kevin J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Preservice Teacher Education,Language Acquisition,Educational Change,Course Descriptions,Preservice Teachers,Teacher Education Programs,Classroom Techniques,Teacher Collaboration,Collegiality,Creativity,Team Teaching,Change Strategies,Educational Strategies,Instructional Innovation,Teacher Education Curriculum,Teaching Experience,Second Language Instruction,Journal Writing,Reflection,Educational Practices,Instructional Effectiveness,Teacher Characteristics,Instructional Development

The call for reform of teacher preparation programs by Arne Duncan (2009), U.S. Secretary of Education, has the potential to be the catalyst for a re-emergence of co-teaching in higher education. Duncan argues for the need to implement innovative preservice teacher education strategies that will result in an increase in K-12 student achievement. One such strategy that has been shown to impact K-12 student achievement is co-teaching (McDuffie, Mastropiere, &amp; Scruggs, 2009). There are many benefits of co-teaching including opportunities to vary content presentation, individualize instruction, scaffold learning experiences, and monitor students' understanding. Co-teaching in its most effective form can promote equitable learning opportunities for all students. Preparing preservice teachers to be effective co-teachers needs to be a significant component of teacher education curricula in higher education. Although co-teaching is not a new phenomenon in higher education (Dugan &amp; Letterman, 2008), the experiences of faculty who co-teach in teacher preparation programs have not been extensively studied (Cruz &amp; Zaragoza, 1998; Jones &amp; Morin, 2000; Kluth &amp; Straut, 2003). With this in mind, the authors set out to explore their own co-teaching and collaborative planning experiences in an undergraduate, second language acquisition course, &quot;Language Acquisition, Development, and Learning.&quot; To illustrate their experiences, they include in this article selected artifacts such as a course description and journal reflections. The institution and the school of education in which the course is offered are new, only five years old. Innovative, new practices are encouraged and expected of faculty. The co-taught course was supported by the administration with the idea that co-teaching could become a common practice at their college. (Contains 3 figures.)
Asynchronous Discussions in Online Multicultural Education
Author: Licona, Miguel M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Management Systems,Online Courses,Courseware,Chalkboards,Multicultural Education,Web Sites,Electronic Publishing,Web 2.0 Technologies,Information Technology,Innovation,Commercialization,Computer Mediated Communication,Social Networks,Competition

With the proliferation of technological innovations, especially information and communication technologies, there is a rapidly increasing trend for universities to offer online courses (Tallent-Runnels, Thomas, Lan, Cooper, Ahern, Shaw, & Liu, 2006). Rationalized within the premises of cost and time efficiency, online education promises a new mode of teaching and learning by offering instant and unbound access and participation for students through expanded temporal and spatial opportunities. Many proprietary online courseware or course management systems (e.g., "Blackboard"), social courseware (e.g., Moodle, Sakai, etc.), and web tools and applications (e.g., social networking sites, blogs, and wikis) are in extensive use in colleges and universities to capture this new mode of teaching and learning, and frankly, to maintain the competitive edge that better address the poor economic conditions and marketability of the colleges and universities. The purpose of this study is to explore and examine the potential of delivering multicultural education, in particular, online. In this analysis, the authors deal with asynchronous discussions mediated by web-based technologies, including the proprietary "Blackboard" course management system and free Web 2.0, also known as social media. (Contains 2 notes.)
Teaching K-8 Students about Race: African Americans, Racism, and the Struggle for Social Justice in the U.S.
Author: Brown, Keffrelyn D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Cultural Pluralism,Civil Rights,History,Social Studies,Undergraduate Students,Preservice Teachers,African Americans,Race,Middle School Students,Elementary School Students,Racial Bias,Teaching Methods

In the United States, race--perhaps more than any other sociocultural factor--is the most challenging and complex to understand (Omi & Winant, 1994). Much of this difficulty stems from the powerful yet often unacknowledged role that race has and continues to play in the U.S. context. Race is without a doubt a complicated, contentious, and highly charged topic. It is one not often addressed in schools and among teachers, yet one that concerns all students, particularly African Americans. In this article, the authors explore the challenges and possibilities of teaching elementary and middle schools students about the impact of the history of race, racism, and social justice on African Americans in the U.S. They situate this discussion in the existing literature that chronicles the historical limitations of curriculum knowledge about African Americans. They suggest that despite the long-term and continued concerns of the social studies curriculum, teachers could employ specific pedagogical practices to help students grasp important ideas and perspectives about the historical legacies of race and racism.
Exploring Multiple Views of History: Investigating the Civil Rights Movement through an Oral History Project
Author: Lee, Seungyoun
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Cultural Pluralism,Elementary Education,Civil Rights,Oral History,Social Studies,Undergraduate Students,Preservice Teachers,Teacher Education,Interviews,Student Attitudes

According to the National Council for Social Studies (NCSS) (2008), social studies programs should provide meaningful opportunities for students to view human experience from past, present, and future perspectives. NCSS calls for schools to provide children with a sense of history in order to develop an appreciation of the diverse heritage of the United States. For teachers, this involves actively seeking knowledge from the past and using it to help children retain their own traditions while understanding the way those traditions change, today even more rapidly than ever (Levstik & Barton, 2001). The study reported in this article serves as a model for undergraduate students in elementary education to learn how a historical topic can be investigated by their students. As an effort to create multiple views of the past and as a context for teaching history to children, this study examined preservice elementary teachers' interpretations of interview information that was obtained from individuals who had personal experiences during the Civil Rights movement. The students then developed illustrated narrative accounts of the Civil Rights movement utilizing both research and the interview information, and finally opened a discourse about cultural diversity based upon the historical perspectives that were identified. Through this exploration of the Civil Rights movement, the participants became active agents of meaning-making of their experiences and feelings about the past.
Assessing the Learning of White Students on Themes of White Privilege & Racism
Author: Heinze, Peter
Date: 2011-00-00
Type: Journal Articles
Subjects: Multicultural Education,White Students,Social Bias,Racial Bias,Cultural Pluralism,Films,Teaching Methods,Resistance (Psychology),Student Attitudes,Attitude Change,Consciousness Raising,Undergraduate Students,Student Characteristics

In an earlier article appearing in "Multicultural Education" (Volume 16, Number 1, Fall 2008) a number of pedagogical techniques were presented for teaching White students about White privilege and racism (Heinze, 2008). That article emphasized that racism exists along a continuum and that the instructor needs to examine and disclose his or her own racism. Group exercises and an analysis of the film "The Color of Fear" were described as approaches that have proved successful. Additionally, a number of student dynamics, such as resistance to the material, were considered from a psychoanalytic perspective. With respect to the assessment of student learning in a Multicultural Psychology course, anecdotes and quotes from students were offered in the 2008 article as evidence, noting that there was an absence of empirical data (e.g., measurable learning outcomes). Since that time, there has been an opportunity to collect quantitative data, and this article presents findings related to student learning on a number of themes covered throughout the semester. (Contains 1 table and 3 figures.)
Are We Comfortable Teaching This? Using Banned Books as a Vehicle for Teaching about World War II-Era Japan &amp; Korea
Author: Suh, Yonghee
Date: 2011-00-00
Type: Journal Articles
Subjects: Literature,Teaching Methods,Cultural Awareness,Foreign Countries,War,Teacher Educators,Teacher Education,World History,Books,Censorship,Cultural Pluralism,Minority Groups,Asian Americans,Identification (Psychology),Ethnicity,Grounded Theory,Cultural Influences

Teacher educators are pivotal in the effort to prepare teachers to teach in culturally responsive ways (Vescio, et al., 2006). In subject areas such as social studies and English, multicultural literature is viewed as a prime resource for creating a culturally inclusive curriculum. Yet, effective inclusion of these texts--many of which are filled with complex themes and issues and are often labeled controversial--involves knowledge of methods and cultural understanding that are not traditionally taught in education programs (Dong, 2005). This study explores what teacher educators of color learned from each other about the possibility of teaching a controversial Asian-American children's book such as Yoko Kawashima Watkin's &quot;So Far from the Bamboo Grove&quot; (1986) and its sequel, &quot;My Brother, My Sister, and I&quot; (1996). The sequel, however, did not spark controversy. Specifically, this study discusses how the teacher educators' cultural identities influence how they might help pre-service teachers make sense of and use texts like &quot;So Far from the Bamboo Grove&quot; to teach about Japanese and Korean experiences during World War II.