ethanporcaro/eric-fulltext-meta huggingface dataset:
The Skills of Principals to Manage the Generational Differences: A Scale Development Study = Okul Yöneticilerinin Nesil Farkliliklarini Yönetme Becerileri: Bir Ölçek Gelistirme Çalismasi
Author: Kisa, Nuray
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Generational Differences,School Administration,Measures (Individuals),Elementary School Teachers,Secondary School Teachers,High School Teachers,Test Validity,Test Reliability,Administrator Effectiveness,Foreign Countries

The aim of this study is to develop a valid and reliable data collection tool that teachers can evaluate the ability of principals to manage generational differences in the schools. The study was conducted with 380 teachers who work in Nigde. In this context, item pool was created and presented to the experts. According to expert's opinions and pre-application, the last version of scale was created and applied to 380 teachers. Based on the KMO and Bartlett values, the data set was found suitable for Exploratory Factor Analysis. The number of factors was determined as one, based on eigenvalues and scree plot. According to the factor loadings of the items, values ranged from 0.871 to 0.722. As a result, a structure consisting of 19 items and one factor. Based on the fit indices obtained from Confirmatory Factor Analysis, the model was found perfectly compatible with the model. The structure found with EFA was confirmed by CFA. The Cronbach alpha value calculated as 0.971 which indicates that the scale is reliable. As a result, it can be said that &quot;Managing Generational Differences in Schools Scale&quot; which composed of 19 items and one dimension is a valid and reliable data collection tool.
Exploring Mathematics of the Sociopolitical through Culturally Relevant Pedagogy in a College Algebra Course at a Historically Black College/University
Author: Downing, Gregory A.
Date: 2021-05-00
Type: Journal Articles
Subjects: College Mathematics,Algebra,Black Colleges,Mathematics Education,Culturally Relevant Education,African American Students,College Students,Mathematical Applications,Social Problems,Critical Thinking,Racial Bias,Racial Identification,Social Justice,Student Attitudes

In collegiate mathematics, college algebra continues to be a barrier to graduation for students (specifically non-science, mathematics, engineering, and science majors). Each year, nearly half of enrolled students struggle to &quot;pass&quot; this course with a grade of C or better (Herriott, 2006). Using innovative constructed lessons geared towards African American students, this research study was designed to investigate the effects of a sequence of such lessons grounded in the principles of culturally relevant pedagogy on students enrolled in an introductory college algebra course at a historically Black college/university. Using critical race theory as a lens, along with culturally relevant pedagogy, this study explored students' abilities to apply mathematics to address contentious and present-day sociopolitical problems through eight in-depth semi-structure student interviews. Further, findings also suggest the need for collegiate mathematics instruction to have more emphasis on cultural components to build students' sociopolitical consciousnesses, because this is integral in helping students be able to think critically and use mathematics in their everyday lives. Students in this experimental course were able to discuss difficult issues, such as the pervasiveness of racism in America (DeCuir &amp; Dixson, 2004) and the importance of cultural identity for African American students (Martin, 2009).
The Intersection of Belonging and Equitable Outcomes
Author: Parchia, Priscilla
Date: 2021-00-00
Type: Journal Articles
Subjects: After School Programs,Equal Education,Outcomes of Education,Inclusion,Sense of Community,Interpersonal Relationship

Out-of-school time (OST) professionals seek the best ways to supplement and enhance young people's experiences to achieve equitable outcomes for participants. Often this enhancement presents as academic support, arts or sports programming, job development, or project-based learning. OST professionals strive to create environments where participants feel they belong. This article presents what belonging is, along with the relationship between equitable outcomes and belonging.
Radical Love as Praxis: Ethnic Studies and Teaching Mathematics for Collective Liberation
Author: Yeh, Cathery
Date: 2021-05-00
Type: Journal Articles
Subjects: Ethnic Studies,Mathematics Education,Transformative Learning,Resistance (Psychology),Humanization,Equal Education,Epistemology,Minority Group Students

Ethnic studies is a growing movement for curricular and pedagogical practices that reclaim marginalized voices and histories and create spaces of healing for students of color; however, its application to mathematics education has been limited. In this essay, we provide a framework of five ethea of ethnic studies for mathematics education: identity, narratives, and agency; power and oppression; community and solidarity; resistance and liberation; and intersectionality and multiplicity. We describe key concepts and examples of the ethos of ethnic studies.
Engagement Markers in the Feynman Lectures on Physics: Applying Hyland&apos;s Interaction Framework to Spoken Academic Discourse
Author: Kramar, Natalia
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Scientists,Learner Engagement,Academic Language,Discourse Analysis,Lecture Method,Educational History,Teaching Methods,College Faculty,Prior Learning,Attention Control,Creativity,Thinking Skills,Taxonomy,Form Classes (Languages),Universities,Computational Linguistics,Language Usage,Questioning Techniques,Speech Communication

The paper presents an analysis of engagement markers in the Lectures on Physics by eminent scientist and Nobel prizewinner R. P. Feynman, based on K. Hyland's model of interaction in academic discourse as stance and engagement. The Lectures were taught at the California Institute of Technology during 1961-63 and, having been turned into a textbook, are widely used by Physics students even today. It is argued that the Lectures owe their lasting popularity not only to the simplicity of explication, but also to Feynman's masterful use of interaction devices, particularly reader pronouns, directives, questions, references to sharedness and personal asides. Reader pronouns are analysed in comparison with the MICASE-based reference corpus, with the most common you and we-clusters being identified. It is established that reader pronouns, directives and questions in the Feynman's Lectures on Physics mostly perform the functions of anticipating possible objections, eliciting prior knowledge, focusing students' attention, stimulating their thought and creativity, while references to sharedness and personal asides serve to strengthen the lecturer's communality with the audience, particularly through the use of humour. We draw the conclusion that Hyland's taxonomy of engagement markers can be applied to spoken academic discourse in its entirety and can be particularly useful for the description of interactive styles of acknowledged scientists, supplementing depersonaliased corpus research in search for best practices in pedagogy.
&quot;&apos;We&apos; Made Math!&quot;: Black Parents as a Guide for Supporting Black Children&apos;s Mathematical Identities
Author: Cunningham, Jahneille A.
Date: 2021-05-00
Type: Journal Articles
Subjects: African American Students,Elementary School Students,Parent Participation,Mathematics Education,Informal Education,Parents as Teachers,Money Management,Daily Living Skills,Culturally Relevant Education,African American History,African American Culture,Self Concept

Black parents are often presumed to be uninvolved in their children's education, especially in mathematics. These stereotypes are arguably sustained by White, middle-class expectations for parent engagement. This qualitative study challenges the dominant narrative by exploring the ways eight Black parents support their elementary-aged children's mathematical identities. Although many scholars have examined the relationship between mathematics identity and academic outcomes, few have explored the role parents play in this identity development. Drawing on Martin's (2000) mathematics identity framework and McCarthy Foubert's (2019) Racial Realist Parent Engagement framework, the author argues that Black parents' experiential knowledge of race and racism in mathematical spaces positions them to teach their children about the everyday importance and usefulness of mathematics. Using parent interviews and family observations, the author's findings suggest the parents supported their children's mathematics identities using four approaches: (1) pragmatic (emphasizing financial literacy and basic life skills), (2) aspirational (promoting math-intensive careers), (3) affirmational (sharing words of encouragement), and (4) race-conscious (applying mathematical concepts to lessons in Black history, culture, and anti-Blackness). Implications for educators are discussed, as parent identity support strategies may be useful for reform-oriented teachers seeking to foster positive mathematical identities in Black children.
Unlocking Creativity: 6-Part Story Method as an Imaginative Pedagogical Tool
Author: Linds, Warren
Date: 2021-00-00
Type: Journal Articles
Subjects: Transformative Learning,Story Telling,Reflection,College Faculty,Graduate Students,Ethical Instruction,Consultants,Teaching Methods,Creativity,Learning Processes

This article emerges from an approach to transformative learning where students are challenged to explore taken-for-granted assumptions about their experiences in the world. We outline the 6-Part Story Method (6PSM), which uses abstract images to provide a structured storytelling process that enables reflexive learning. This is documented through conversations between a university teacher and three Masters students about the method used in their course on practical ethics in process consulting. Using individual stories that emerged from a common set of cards, we illustrate how the method enabled us to critically explore our practices as teacher and student consultants.
Mind the Gap: The Overlap between Public Libraries and OST Learning. Voices from the Field
Author: Jacobs, Brittany R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Libraries,Library Role,Librarians,After School Programs

Librarians play an active, though often unintentional, role in the out-of-school time (OST) field. Libraries are safe spaces, resource hubs, and community centers for children and teens during OST hours; they are places for young people who otherwise might not have anywhere to go. As young people pour into libraries in the afternoons, on weekends, and during school breaks, librarians find themselves by default participating in OST programming, though not all are trained in child development, educational programming, or behavior management. By recognizing the valuable role public libraries play for thousands of children and teens every day, a broader picture of what OST looks like in the US. Libraries can offer a unique perspective on OST. They can be points of refuge for children and teens who are not able to attend formal afterschool programs for one reason or another. Perhaps a new category of OST entities is in order, one where libraries are free to remain true to their nature while simultaneously qualifying as legitimate OST sites. In order for this to happen, data needs to be collected on OST from librarians' perspectives and through the lens of library and information sciences (LIS). Librarians need to be aware both of the role they play in OST and of the OST world at large. The similarities between OST and LIS are many, but none is greater the desire to help kids stay safe and succeed. The article also describes how libraries are fulfilling the need for OST in Colorado.
Visiting Critical Exploration in the Classroom
Author: Duckworth, Eleanor
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Science Curriculum,Curriculum Development,Astronomy,Student Educational Objectives,Personal Narratives,Story Telling,Teaching Methods,College Students,Observation

In this commentary, summarized from a recent interview, the author reminisces about a career dedicated to critical exploration in the classroom. She discusses the formation of the Moon Group, a group of teachers who met over a period of 25 years to study the behaviour of the moon. Duckworth later describes an exercise in which her students experimented with the positioning of a small mirror in the classroom in order to be able to predict where to place it on a wall so one student can see another in a different part of the room. In another exercise, she had university students observe the learning of children by having them solve spatial problems without any advice or prompts from an adult. She concludes by providing guidance for classroom teachers, emphasizing the importance of making sure, &quot;what you want them to learn is worth learning about.&quot;
Teaching Students to LOVE Literacy
Author: Childs, Kamshia
Date: 2017-10-00
Type: Journal Articles
Subjects: Literacy,Student Motivation,Academic Language,Educational Opportunities,Values,Learning Activities

Literacy skills are a crucial part of any students' education and determine success in various core subject areas. The goal is for students to be fully literate, and to do this, they must have the ability to communicate and acquire new knowledge. Teachers often fail to use the knowledge and interests that students bring with them to the classroom. After their primary years, students often struggle with motivation in the area of literacy. This chapter explores the merging of academic language and literacy with social and environmental language and digital resources. The ability to motivate students and address the current disconnect of developing and enhancing basic literacy skills are cleverly shared through the acronym &quot;LOVE&quot; (Learning, Opportunity, Value, Enhancement), based on the Teaching Students to L.O.V.E. Literacy presentation and book, 29 Days to L.O.V.E. Literacy (2016).
The Impact of Experiential Learning in Literacy and Teacher Efficacy: A Study of SA Reads
Author: Garfield, Theresa
Date: 2017-10-00
Type: Journal Articles
Subjects: Experiential Learning,Teacher Effectiveness,Preservice Teachers,Student Attitudes,Literacy Education,Community Programs,School Community Relationship,Reading Programs,Tutoring,Self Efficacy

This study examines the impact of an experiential learning course work component on teacher candidates' perception of literacy knowledge, their perspective of a community-based literacy partnership, and their self-reported sense of general and personal teaching efficacy. Initial findings reveal there is growth in all areas of perception of literacy knowledge, with knowing how to assist a struggling reader with fluency and vocabulary skills being the greatest areas of gain. Findings indicate there is minimal change in the participants' perspectives of the community-based literacy partnership. Finally, participants gained in the areas of general and teaching efficacy. Extant literature will be reviewed and implications for future practice will be explored.
Using (Counter)stories to (Re)shape Our Communities and World(s)
Author: Eljaji, Amanah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Women Faculty,Muslims,Teaching Experience,Story Telling,Personal Narratives,Reflective Teaching,Curriculum Development

Drawing upon my experience as a Canadian Muslim woman, scholar, educator, and mother, I share and inquire into my stories of experiences alongside youth. Thinking narratively, I weave my experiences using and teaching with/about single stories and counterstories alongside students to (re)shape the multiplicity of our selves, relationships, and communities. This article will provide windows, mirrors, and sliding glass doors into my school and familial curriculum-making experiences alongside Muslim youth. I hope that it will also provide insights into the experiences of diverse Muslim children, youth, and caregivers/families.
What&apos;s among and between Us: Mining the Arts for Pedagogies of Deep Relation
Author: Whitelaw, Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Art Education,Self Concept,Teacher Student Relationship,Inquiry,Ethnography,Autobiographies,High School Students,High School Teachers,Grade 9,Teaching Methods

In this paper, I share results of collaborative inquiry with youth and teachers into how the arts can create more relational learning spaces in the classroom. I offer a framework for relational teaching and learning through the arts guided by the questions: Who am I? Who are you? And who are we? Through these dimensions, I explore how arts-based practice can support new ways of being in the classroom, where teaching creates conditions for students to be &quot;among and between&quot;: in relation to the material, the teacher, and importantly, to themselves, to each other, and to the world around them.
The Role of Literacy Tutoring as a Method for Improving Pedagogical Knowledge, Skills, and Dispositions of Preservice Teachers
Author: Lisenbee, Peggy S.
Date: 2017-10-00
Type: Journal Articles
Subjects: Literacy,Tutoring,Pedagogical Content Knowledge,Student Attitudes,Preservice Teachers,Experiential Learning,Self Efficacy,Concept Mapping

Preservice teachers participate in a variety of field experiences before student teaching. Tutoring field experiences offer a framework for preservice teachers to focus on teaching and assessing literacy skills needed to be an effective reading teacher. A small-scale research study focused on gathering qualitative data as preservice teachers tutored struggling second-grade readers. Observations of preservice teachers' learning environment, reflections following tutoring lessons and pre and post-concept maps offer data on preservice teachers' pedagogical content knowledge, skills, and dispositions. Conclusions about the critical role of field experiences, specifically tutoring, is an effective method for improving preservice teachers' preparedness to teach.
Melodic Error Detection of Adult Amateur Musicians
Author: Talbert, Matthew D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Adults,Musicians,Experience,Error Patterns,Listening,Environmental Influences,Novelty (Stimulus Dimension),Musical Instruments,Auditory Discrimination,Familiarity,Accuracy,Age Differences

The purpose of this study was to examine the effect of listening condition, age, and years of performing experience on the melodic error detection process and accuracy of adult amateur musicians. Participants (N = 33) engaged in a series of six short melodies, where each participant played three melodies and listened to three melodies. The investigator provided each participant a 10-second time period to examine each of the four-measure melodies, and then each participant was asked to identify any perceived errors they may have heard while either listening to the melodies or playing the melodies. The most salient result from this study was that participants demonstrated a high overall success rate in error detection tasks regardless of age, years of performance experience, or order of listening condition. Participants attributed a portion of their success to their familiarity of the tunes selected; however, despite the condition, participants had a more difficult time identifying melodic errors in unfamiliar melodies.
The Making of the Minute Masters: Pre-Service Teachers&apos; First Steps to Become Novice Conference Presenters and Leaders of Literacy
Author: Colvin, Lisa
Date: 2017-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Conferences (Gatherings),Public Speaking,Emergent Literacy,Student Attitudes,Reflection

As previous Texas Association for Literacy Education presenters and university instructors of literacy, the professors highlighted in this chapter knew the value of presenting at the annual conference and wanted to extend that opportunity to their students, challenging them to not only attend a state literacy conference but to also collaborate and participate as co-presenters. Three pre-service teachers embraced this opportunity and were involved in all phases of conference presentation planning. Design and delivery focused on early childhood literacy, specifically the Big 5 components of early reading success identified by The National Reading Panel (2000): phonemic awareness, phonics, fluency, comprehension, and vocabulary, and how teachers can utilize spare minutes and transition times during the day to teach and reinforce these critical concepts. The pre-service teachers researched and planned their portions of the session, presented their literacy activities at the conference with participants in a station teaching format, and then reflected on the experience.
Navigating Curricular Revision in Music Teacher Education Programs
Author: Wilson, Jill
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Curriculum Development,Music Teachers,Motivation,Barriers,Coordinators,Degree Requirements,College Faculty,Teacher Attitudes,Institutional Characteristics,Decision Making,Accreditation (Institutions),Program Effectiveness

The purpose of our mixed-methods study was to examine the motivations and obstacles associated with curricular revisions in music education degree programs. During Phase I, we surveyed a nationwide sample (N = 533) of music education program coordinators. Participants who had engaged in the curriculum revision process within the previous decade were asked to report the extent of the curricular change implemented, the relative importance of several factors driving the decision to revise curricula, and the primary goals, impact, and barriers/challenges faced during the curricular change process. In Phase II, we interviewed volunteers (n = 8) from Phase I to provide further insight regarding the revision process. Primary factors affecting the process of curricular change included the influence of accrediting bodies and the relationship between the music education area and the education program. Motivations for pursuing curricular revisions included changing content requirements for the degree program and priorities and desires of music education faculty. Music education faculty members who view these revisions as positive and important steps toward providing students with better and more relevant degree programs may be provided a deeper understanding of how to better navigate the revision process and develop more effective curricula overall.
Elementary School Teachers&apos; and Parents&apos; Perspectives of Home-School Engagement and Children&apos;s Literacy Learning in a Low-Income Area
Author: Lynch, Jacqueline
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Parent Attitudes,Parent Teacher Cooperation,Family School Relationship,Literacy,Low Income Students,Language Arts,Homework,Student Motivation,Parent Participation,Academic Achievement

It is well-established that home-school engagement can contribute to children's literacy learning. This research examined language arts teachers' and parents' perspectives of home-school engagement and literacy learning in a school located in a low-income area. The school was focusing on ways to improve students' literacy learning providing the impetus for this research. Ten language arts teachers were interviewed, and two focus groups were held with 26 parents or caregivers at the K-Grade 5 school. The following themes were found: contrasting perspectives on home-school engagement, differing perspectives on homework completion, and similar views on what motivates students in literacy. This article discusses implications for practice and proposes recommendations, such as the need for teacher agency and the increased engagement of school administration.