ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Pedagogic Analysis: An Alternative to User Feedback for (Re)Designing Distance Learning Materials for Language Teachers?
Author: Reed, Yvonne
Date: 2012-05-00
Type: Journal Articles
Subjects: Feedback (Response),Evaluators,Distance Education,Educational Technology,Semiotics,Curriculum Development,Instructional Materials,Foreign Countries,Teacher Education,Critical Thinking,Evaluation Methods,Language Teachers,English (Second Language),Reading Materials,Design

Internationally, guidelines for distance education advise the use of feedback from students in designing and redesigning materials. As my own attempt to elicit such feedback was an instructive failure, I decided to draw on theorisations of pedagogy, mediation and subjectivity and on international and local (South African) conceptualisations of a knowledge base for teacher education, together with Halliday's work in systemic functional linguistics and Kress and van Leeuwen's work in social semiotics, to devise a framework for what I have termed a critical pedagogic analysis of distance learning materials. I argue that such an analysis can assist materials designers and evaluators to uncover the subject positions constituted for readers of distance learning materials and that this is a worthwhile project because particular subject positions may affect readers' &quot;investment&quot; in their studies and in improving their classroom practice. After giving a brief account of the &quot;feedback failure&quot; and what I learned from it, I outline each &quot;element&quot; of the analytic framework and illustrate its use with examples from an analysis of three sets of South African teacher education materials. (Contains 7 tables, 3 figures, and 8 footnotes.)
Using Ricoeur's Mimetic Process to Examine the Identities of Struggling Adolescent Readers
Author: Coombs, Dawan
Date: 2012-05-00
Type: Journal Articles
Subjects: Hermeneutics,Personal Narratives,Reading Difficulties,Adolescents,High School Students,College Students,Interviews,Observation,Identification (Psychology),Reading Comprehension,Philosophy,Case Studies,Elementary School Students

Building on the principles of philosophical hermeneutics, Ricoeur (1984) used the concept of narrative to explain how individuals interpret their experiences and make sense of seemingly disconnected elements of life by turning them into the stories. Narrative identities represent the coming together of the stories individuals tell, as well as those told about them by collectivities and by others (Bruner, 1986; Kearney, 2002). These ideas prove particularly relevant to literacy studies because identity influences how individuals make sense of their experiences, including their interactions with texts (McCarthey & Moje, 2000). Using the methodological framework of philosophical hermeneutics, this article discusses how examining elements that make up stories, what Ricoeur (1984) called pre-understandings, offered insights into the narrative identities of adolescent struggling readers. By examining stories shared by one student from a larger multiple-case study, the author demonstrates the way students emplot and interpret their narratives, ultimately acting as agents in the telling of their narratives and the authoring of their identities. Preliminary examinations of these narratives indicate extensive dialogues between adolescents and the pre-understandings they use to construct their narratives about themselves as readers. The significance of others--particularly teachers--becomes evident in the construction of students' narrative identities.
Literacy Policy and English/Literacy Practice: Researching the Interaction between Different Knowledge Fields
Author: Moss, Gemma
Date: 2012-05-00
Type: Journal Articles
Subjects: Evidence,Research Tools,Research Methodology,Ethnography,Statistical Analysis,Literacy,Policy Analysis,Educational Change,Decision Making,Educational Policy,Student Evaluation,Reading Achievement,Comparative Analysis,Context Effect,Foreign Countries

This article considers the role of research in disentangling an increasingly complex relationship between literacy policy and practice as it is emerging in different local and national contexts. What are the tools and methodologies that have been used to track this relationship over time? Where should they best focus attention now? In answering these questions this paper will consider three different kinds of research perspectives and starting points for enquiry: 1. Policy evaluation. The use of a range of quantitative research tools to feed policy decision-making by tracking the impact on pupil performance of different kinds of pedagogic or policy change (Organisation for Economic Co-operation and Development [OECD], 2010). 2. Co-construction and policy translation. This has for some time been a central preoccupation in policy sociology, which has used small-scale and context specific research to test the limits to the control over complex social fields that policy exercises from afar (Ball, 1994). Agentic re-framings of policy at the local level stand as evidence for the potential to challenge, mitigate or re-order such impositions. 3. Ethnographies of policy time and space. Ethnographic research tools have long been used to document community literacy practices, and in training their lens on the classroom have sought to focus on the potential dissonance between community and schooled practices. It is rarer to find such research tools deployed to explore the broader policy landscape. In the light of debate within the field, part of the purpose of this article is to examine how ethnographic research tools might be refined to study how policy from afar reshapes literacy practices in the here and now. (Brandt and Clinton, 2002). (Contains 1 table.)
The Affordances of Design-Based Research for Studying Multicultural Literature Instruction: Reflections and Insights from a Teacher-Researcher Collaboration
Author: Thein, Amanda Haertling
Date: 2012-05-00
Type: Journal Articles
Subjects: Faculty Development,Researchers,Teaching Methods,Literature,Research Methodology,Teachers,Cooperation,Multicultural Education,Design,Lesson Plans,Cooperative Planning,English Instruction,Secondary School Teachers,Inquiry,College Faculty

This paper details a teacher-researcher effort to investigate effective instructional practices for teaching multicultural literature through a collaborative, iterative process of inquiry driven by tentative, theoretical principles. The study began with a distillation of recent scholarship on multicultural literature response into a set of principles for instructional practice. The study was grounded in the paradigm of Design-Based Research; the specific methods were inspired by the Japanese professional development practice of lesson study. In this paper, each of the teachers reflects on his or her experiences of working with the shared principles, collaborating with others on lesson plans for his or her classroom, and learning from the experiences of other teachers in other school contexts. In synthesising the teachers' experiences, this paper argues that design-based research across teaching contexts holds promise as a method for studying English pedagogy and for professional development of teachers. (Contains 1 footnote.)
Learning to Teach Generative Meaning-Making through Multimodal Inquiry
Author: Loretto, Adam
Date: 2012-05-00
Type: Journal Articles
Subjects: Action Research,Beginning Teachers,Teacher Educators,Mathematics Instruction,Inquiry,Language Arts,English Instruction,Teacher Attitudes,Teaching Methods,Research Methodology,Grade 12,Teacher Collaboration,Secondary School Teachers,Prompting,Teacher Education Programs

This classroom narrative describes the transformation of one beginning English/language arts (ELA) teacher's perspective and practice as the teacher enacted multimodal inquiry activities that were the focus of both traditional and action research projects. Drawing on field notes, transcripts of classroom discourse, and student-produced artefacts, the authors illustrate the ways in which the teacher's practice integrated the language of research with the language of practice in ELA as the teacher sought to incorporate multimodal inquiry activities into his daily curriculum. The process of collaboration that is described in this narrative represents one way in which beginning teachers and teacher educators might overcome what Mary Kennedy (1999) has called the &quot;problem of enactment&quot;--the challenge that many beginning teachers have translating into their own classroom practice pedagogical perspectives encountered in the research highlighted in teacher education programs. The article recounts how one teacher worked through the problem of enactment over two semesters of research and practice as he negotiated theoretical principles and practical dilemmas related to multimodal inquiry during a 12th-grade literature course in the eastern United States. The paper closes with implications for the integration of research and practice in ELA. (Contains 7 figures.)
The Importance of Critical Literacy
Author: Janks, Hilary
Date: 2012-05-00
Type: Journal Articles
Subjects: Literacy,Critical Literacy,Class Activities,Learning Activities,Discourse Analysis,Educational Needs,Critical Theory,Educational Practices,Global Approach,Photojournalism

This paper is divided into three parts. It begins by making an argument for the ongoing importance of critical literacy at a moment when there are mutterings about its being passe. The second part of the paper formulates the argument with the use of illustrative texts. It concludes with examples of critical literacy activities that I argue, are still necessary in classrooms around the world. (Contains 6 figures and 2 footnotes.)
The Influence of College EFL Teachers' Understandings of Intercultural Competence on Their Self-Reported Pedagogical Practices in Taiwan
Author: Cheng, Ching-Mei
Date: 2012-05-00
Type: Journal Articles
Subjects: Qualitative Research,Foreign Countries,English (Second Language),Teaching Methods,Educational Practices,Multicultural Education,Competence,Beliefs,Classroom Environment,Pedagogical Content Knowledge,Knowledge Base for Teaching,Self Disclosure (Individuals),Textbook Evaluation,Instructional Material Evaluation,Teacher Competencies,Interpersonal Competence,Intercultural Communication,Cultural Awareness,Semi Structured Interviews

In recent years, considerable concern has arisen over issues of intercultural competence (IC) in relation to English education in the fields of English as a Foreign Language (EFL) or English as a Second Language (ESL), due largely to globalisation. However, relatively little qualitative research has been conducted on EFL teachers' beliefs and their effects on classroom practices. Through in-depth interviews and analysis of teaching materials this study seeks to explore the understandings of IC and self-reported pedagogical practices of five Taiwanese EFL teachers in higher education institutes of technology. The findings suggest that the teachers' understandings of IC did not play a part in their self-reported pedagogical practices, and that cultural self-awareness did not appear in their teaching. Lecturing occupied most of the class time, and discussion with students was rare. Textbooks dominated the practice of the participating teachers. Interestingly, most participating EFL teachers acknowledged the significance of intercultural learning in EFL education. Above all, this study emphasises that pedagogical practices should reflect not only the interconnected world but also the local contexts and real needs of students and teachers. With the increasing influence of globalisation, the development of IC contributes to the implementation of EFL education. (Contains 3 tables and 1 footnote.)
Exploring Personal EFL Teaching Metaphors in Pre-Service Teacher Education
Author: Lin, Wen-Chuan
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Figurative Language,Preservice Teacher Education,Secondary Education,Self Concept,Teacher Certification,Teacher Attitudes,Teaching Methods,Student Teachers,English (Second Language),Second Language Instruction

Metaphors are significant in teacher education, because they can provide insights into complex concepts of teaching and learning and thus provide a window into the comprehension of teachers' personal experiences. This study employed metaphorical analysis to investigate how pre-service teachers view English as a Foreign Language (EFL) courses at the beginning of their teacher education programmes. Forty student teachers in a teacher certificate programme in secondary education were asked to provide metaphors of how they conceptualise themselves as EFL teachers. Findings revealed that the teachers' metaphorical conceptualisations appeared to be more student-centred, reflecting beliefs about teaching practice and generally stemming from personal and school experiences. Overall, the written metaphors provided access to pre-service teachers' preconceived notions of teaching prior to entering the classroom. Metaphors thus provide a framework with which to assess teaching and a means for teachers to enhance self-awareness and professional development. This study leads to several conclusions that highlight some implications for teacher education and to ideas for further investigations. (Contains 2 tables.)
Technology in Use
Author: Glazner, Steve, Comp.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Facilities,Educational Technology,Computer Uses in Education,Case Studies,Colleges,Schools,Energy Conservation,Accountability,Sustainable Development,Access to Computers,Photography,Facilities Management,Dining Facilities,Conservation (Environment),Electronic Mail

Technology touches people's lives virtually every second of the day. The work world is especially rich with changing technologies, new innovations, and continually revised processes for greater effectiveness and efficiency. One could easily say that a boiler is a boiler, or a carpet is a carpet, but the reality is that all components of all the systems one uses in educational facilities are constantly being modified, improved, and upgraded--hopefully for the better. This journal generally avoids referring to specific companies, products, or services. However, in this issue on technology, the authors are naming names and sharing valuable case studies on a few products and companies that have done interesting work with colleges, universities, and schools.
Reducing Building HVAC Costs with Site-Recovery Energy
Author: Pargeter, Stephen J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Ventilation,Climate Control,Energy Management,Heat,Pollution,Buildings,Administrators,Cost Effectiveness,Money Management,Conservation (Environment),Business

Building owners are caught between two powerful forces--the need to lower energy costs and the need to meet or exceed outdoor air ventilation regulations for occupant health and comfort. Large amounts of energy are wasted each day from commercial, institutional, and government building sites as heating, ventilation, and air conditioning (HVAC) systems replace indoor air with fresh outdoor air multiple times per day. Heating or cooling energy is continually wasted in the exhaust air stream, while new energy must be generated and used to condition entering outdoor air. Building owners who fail to capture this wasted energy will continue to incur high energy costs, negatively impacting asset values, profitability, and the ability to attract tenants, customers, or students with corporate or federally directed energy-efficiency mandates. To address this challenge, many building owners are turning to site-recovered energy technologies such as Energy Recovery Ventilation (ERV). Designed to operate with new or existing HVAC units, ERV technology provides an affordable means to simultaneously cut HVAC energy costs without compromising outdoor air ventilation requirements. (Contains 3 figures and 5 endnotes.)
UBC's Centre for Interactive Research on Sustainability (CIRS) Will Serve as Test Bed for Innovation
Author: Neary, Tim
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology,Sustainability,Laboratories,Educational Facilities Design,Energy Conservation,Certification,Sustainable Development,Conservation (Environment),Context Effect,Research

The University of British Columbia (UBC) recently celebrated the opening of its Centre for Interactive Research on Sustainability (CIRS), a living laboratory for researchers to teach, test, and study the long-term impact of sustainable practices and technologies. Featuring advanced building controls, sensing technology, and management software from Honeywell, CIRS will serve as a leading academic hub to test and advance sustainable technologies before broader implementation, and operate as a center for green building policymakers to establish future standards. CIRS is one of only a handful of buildings worldwide that will provide &quot;net positive&quot; benefits to the environment. It reduces UBC's carbon emissions, powers itself and a neighboring building with renewable and waste energy, and provides water for inhabitants with rainwater treated onsite.
JMU Refuses to Let Money Go down the Drain
Author: McGuinn, Joseph P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,School Administration,Conservation (Environment),Energy Management,Cost Effectiveness,College Housing,Energy,Plumbing

James Madison University (JMU) in Harrisonburg, Virginia has embarked on a rational means to reduce energy costs and provides a sustainable approach to student housing. The investment to install a Drain Water Heat Recovery system (DWHR) at Wayland Hall is estimated to pay for itself in less than three years but will provide dividends for over 40. The DWHR system is essentially a double-walled heat exchanger that takes the already heated water used for showers (or other processes) and recaptures that heat before it goes down the drain. The type L copper unit is installed in the drain stack and as incoming cold water is introduced, it is preheated by the drain water. The Power Pipe extracts the shower water heat and preheats the incoming replacement cold water, which is introduced in a 1-inch pipe that connects to a rectangular copper tube that surrounds the drain pipe. This creates a counter flow arrangement to maximize heat exchange efficiency and surface contact to produce a 63 percent efficiency rating for this unit.
The New Generation of Thermal Mapping
Author: Patterson, Valerie B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Radiation,Visual Aids,Photography,Facilities Management,Inspection,Buildings,Identification

Thermal imaging was used 60+ years ago to enable the targeting of heat-seeking missiles and seeing opposing forces at night. Today thermograpy is employed for myriad uses, from turning on faucets, to tracking and attacking enemies from aerial spy drones, to identifying the scope of moisture infiltration in building envelopes. Thermography for facilities management has gone through an evolution of camera technology and procedures starting six decades ago with hand-held cameras and men walking on roofs in the dark. The new technology involves aerial data collection and patented computer analysis that identifies wet materials invisible to the naked eye. The goal in all cases is to accurately see inside roofs and walls to enable the visualization of what is invisible. Florida State University (FSU), University of Central Florida (UCF), University of Houston (UH), and universities administered by the State of Mississippi are among campuses that have secured the patented reports and proven the accuracy of the diagnostic intelligence by validating the results through coring and lab testing.
Indiana State University Graduates to Advanced Plastic Cooling Towers
Author: Sullivan, Ed
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Facilities,Educational Facilities Improvement,Campuses,Climate Control,Cost Effectiveness,Educational Finance,Plastics,Technological Advancement

Perhaps more than many other industries, today's universities and colleges are beset by dramatically rising costs on every front. One of the areas where overhead can be contained or reduced is in the operation of the chilled water systems that support air conditioning throughout college campuses, specifically the cooling towers. Like many institutional, office, and processing facilities, some colleges and universities are upgrading their cooling towers from the outmoded designs constructed with galvanized steel-sheeted shells, to the more advanced models that are based on shells constructed of engineered plastics. These newer designs, particularly those constructed with seamless, HDPE (high-density polyethylene) shells, require much less maintenance, are more energy efficient, and often virtually eliminate costly downtime. In a recent case, Indiana State University (ISU) began installing the engineered plastic cooling towers at its 190-acre main campus located near the center of Terre Haute in west-central Indiana. Mark J. Pupilli, ISU building and facilities manager, said the towers that have been installed are working painlessly.
Bard College Shines
Author: Klier, Gerhard
Date: 2012-00-00
Type: Journal Articles
Subjects: Fuels,Water,Energy,Colleges,Conservation (Environment),Sustainable Development,Energy Conservation,Financial Support

With its park-like campus location overlooking the Hudson River and Catskills Mountains in New York's Hudson Valley, it's no wonder that Bard College is committed to being green. At the liberal arts college in Annandale-on-Hudson, students learn and live in 25 geothermal buildings on campus that don't burn fossil fuels on site. Instead of driving to class, they walk, take shuttles, or even can borrow electric bikes. When their old light bulbs blow out, they trade them in for compact fluorescent light bulbs supplied by the college, which has given out more than 1,000 of the more efficient bulbs. The newest innovation--solar thermal panels for hot water at two residence halls--is the latest example of the college's forward-thinking efficient and ecological initiatives as well as being an energy- and cost-saver. The solar thermal project is part of Bard's ongoing green initiatives and another step toward meeting the goals in the American College &amp; University Presidents Climate Commitment pledge signed by college president Leon Botstein in 2008.
Cool Campuses?!
Author: Simpson, Walter
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Fuels,Energy,Climate,Conservation (Environment),Energy Conservation,Pollution,Sustainable Development,Colleges,Educational Facilities,Facilities Management,College Role

When the author is invited to speak about climate change, he always makes these four basic points: (1) Climate change is real and occurring; (2) It's principally caused by burning fossil fuels, which releases the greenhouse gas (GHG) carbon dioxide; (3) The consequences are serious; and (4) It's not too late to do something about it. These points are well established by the Intergovernmental Panel on Climate Change, the largest international peer-reviewed scientific exercise in history, as well as by the U.S. National Academies of Sciences and virtually every other prestigious scientific organization. The good news is Americans know what to do. But knowing what to do is not enough. They need to act. They need to quit their extravagant use of fossil fuels and by mid-century be living in a much more resource-conserving world powered by solar, wind, and other carbon-free renewable energy sources. Who will lead this energy revolution? One hopeful possibility is higher education. As one example, many institutions of higher education are already involved through the American College & University Presidents Climate Commitment (ACUPCC). (Contains 6 endnotes.)