ethanporcaro/eric-fulltext-meta huggingface dataset:
Researching and Reshaping Literacy Learning: Three Urban K-6 Teachers&apos; Ongoing Transformations through Everyday Action Research
Author: Rainville, Kristin Nicole
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy Education,Action Research,Educational Policy,Qualitative Research,Graduate Students,Elementary School Students,Case Studies,Urban Schools,Student Diversity,Sociocultural Patterns,Teaching Methods,Elementary School Teachers,Teacher Researchers,Teacher Role,Professional Identity,Teacher Attitudes,Learning Processes,Low Income

Given the vast range of diversity among children's backgrounds and needs, literacy educators must consider multiple ways in which children learn and interact with texts. Moreover, policies that increasingly require frequent assessments of children's literacy achievement place pressure on educators to find immediate ways to impact children's learning. This qualitative inquiry explores three graduate students' yearlong engagement in literacy-related action research within ethnically and socioeconomically diverse, urban K-6 classrooms. Grounded in a social practice perspective on literacy and a sociocultural perspective on literacy learning, we examined participants' constructions of action research as they developed research questions, entered various research sites, and engaged in a cyclical process of research-reflection-action in order to impact student learning in those classroom communities. With these case studies, we argue that for teachers to fully embrace and incorporate action research into their practice, they need to go beyond completing the steps to frame action research as a constant way of thinking, a daily practice, and an ongoing process of continuously spiraling mini-cycles that change instruction in incremental, yet ultimately powerful ways.
Supporting Knowledge Mobilization and Research Impact Strategies in Grant Applications
Author: Phipps, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Grants,Grantsmanship,Foreign Countries,Knowledge Management,Research Projects,Universities,Federal Aid

Each application to the National Science Foundation (NSF) must contain a Broader Impact (BI) strategy. Similarly, grant applications for most research funders in Canada and the UK require strategies to support the translation of research into impacts on society; however, the guidance provided to researchers is too general to inform the specific impact strategies required by funding agencies and peer review panels. Furthermore, there is almost no training and few tools provided to research managers and administrators to support the development of these strategies. To fill this gap, university based knowledge mobilization professionals in Canada have developed specific tools and services to support research impact strategies in grant applications. Over the last 10 years the Knowledge Mobilization Unit at York University (Toronto, Canada) has used planning tools and standard approaches to support knowledge mobilization strategies in 137 grant applications resulting in 42 funded research projects attracting over $47M in research funding. The Knowledge Translation (KT) Core facility of the pan-Canadian research network, NeuroDevNet, has supported knowledge translation strategies in 11 grant applications resulting in 2 research projects attracting $2.9M in the last 2.5 years. The tools and processes used to develop these strategies have supported grant applications in a range of disciplines and are presented to help research managers and administrators support impact strategies in grant applications.
The Grants Office and the RA Generalist: Parallel Life-Cycles and Development at Small PUIs
Author: Cuhel-Schuckers, Amy
Date: 2016-00-00
Type: Journal Articles
Subjects: Small Colleges,Research Administration,Program Development,Professional Development,Grants

If you are a grants or research administrator working at a small predominantly undergraduate institution, have you ever wondered where you stand in relation to other similar institutions? Have you thought about what you need to do to get yourself, your office, and your institution to the &quot;next level&quot; of outreach to or support for the faculty? Have you asked what are reasonable benchmarks or milestones to which you can aspire in leading your office? In this article the authors focus on two parallel cycles of development within a small grants office at a predominantly or primarily undergraduate institution (PUI). One cycle is the development of the office itself as it is shaped by the institution, faculty research activity, and intramural and extramural funding priorities. The second cycle is the development of the research administrator as the professional grows and matures. The authors will walk the reader through the phases of development as they are influenced by challenges and milestones characteristic of successful research development.
Developing Effective Physical Fitness Testing Standards for Pre Service Physical Educators
Author: Hill, Kory
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Physical Fitness,Physical Education Teachers,Preservice Teachers,Testing,Questionnaires,Teacher Education Programs,Preservice Teacher Education,Standards,Action Research,Statistical Analysis

Physical educators are often held to a higher standard of physical fitness. The ability to effectively convey the importance of physical fitness may depend upon the ability to appear physically fit. The ability to perform at a minimal level of proficiency on fitness tests was deemed important by the faculty of one physical education teacher education program (PETE). In an action research evaluation, the faculty examined standards presented in the literature, as well as questionnaire responses by students, to develop reasonable passing scores for physical education majors. Results indicated the students are receptive to minimal standards and the initial standards are achievable by most students in the PETE program.
Multi-Institution Research Centers: Planning and Management Challenges
Author: Spooner, Catherine
Date: 2016-00-00
Type: Journal Articles
Subjects: Research and Development Centers,Institutional Cooperation,Institutional Administration,Qualitative Research,Administrative Organization,Researchers,Foreign Countries,Semi Structured Interviews

Funding multi-institution centers of research excellence (CREs) has become a common means of supporting collaborative partnerships to address specific research topics. However, there is little guidance for those planning or managing a multi-institution CRE, which faces specific challenges not faced by single-institution research centers. We conducted qualitative research to identify the challenges faced by an Australian program of multiinstitution CREs with a view to identifying lessons for the future. This paper describes two of the most significant challenges: administrative complexity and investigator engagement. Administrative tasks (e.g.: establishing partner contracts and recruitment) were significantly more complex and time-consuming in the multi-institution CREs than single-institution research centers. Investigator engagement was hampered by a range of factors, including differing expectations within the investigator team and between the team and the funding body in relation to investigator roles as well as investigator capacity. We conclude with a discussion of key strategies that cut across the challenges: 1) early planning, 2) communication and 3) management capacity.
Developing as Teachers and as Researchers: Emerging Professionals&apos; Experiences with Cooperative Inquiry
Author: Bower-Phipps, Laura
Date: 2016-00-00
Type: Journal Articles
Subjects: Inquiry,Cooperation,Preservice Teachers,Teacher Educators,Teacher Researchers,Minority Group Teachers,Social Distance,Student Teachers,Elementary School Teachers,Beginning Teachers,Self Concept,Educational Practices

This article details the second cycle of cooperative inquiry undertaken by emerging educators who self-identify as &quot;other&quot; because of gender, language, ethnicity, and/or sexual orientation. The current cycle focuses on the impact participation in cooperative inquiry had on researchers' teaching practices. Data sources include transcripts of group discussions and reflective writing completed six months, eighteen months, and two years after the completion of the first cycle of cooperative inquiry. Findings suggest that as a result of engagement in cooperative inquiry, the teacher/researchers established practices to decrease isolation, build unity, and understand students' backgrounds. Teacher/researchers viewed themselves as advocates for diversity within the classroom, took a collaborative approach to teaching, and came to see research as an essential element of effective teaching.
Mixed Classes, Mixed Methods: Writing Students&apos; Attitudes about Collaborative and Intercultural Learning
Author: Keleher, D. Michael
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Developmental Studies Programs,Writing Instruction,Writing (Composition),Writing Assignments,Writing Ability,Writing Attitudes,Cooperative Learning,Collaborative Writing,Native Speakers,English Language Learners,Intercultural Communication,Action Research,Essays,Student Surveys,Interviews

This article describes a two-semester study of mixed (native and non-native speaking) writing groups in developmental college writing classes. The teacher assigned and observed writing activities and collected survey and interview data to determine the impact on the students' perceived writing abilities and attitudes toward paired and small group work. The findings suggest that the benefits of collaborative learning are dependent on the degree of peer accountability and the teacher's care in designing the activities. With mixed language background English classes becoming the norm, teachers might consider the possibilities for collaborative learning as a means for providing further emersion for non-native speakers and opportunities for mentoring and intercultural learning for native speakers.
Preparing Teacher Candidates for the Instruction of English Language Learners
Author: Gonzalez, Monica Marie
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,English Language Learners,Questionnaires,Online Surveys,Lesson Plans,Teaching Methods,Language Proficiency,Scoring Rubrics,Academic Achievement,Federal Legislation,Educational Legislation,Teacher Competencies,Student Needs,Instructional Design,Preservice Teachers,Seminars,Feedback (Response),Formative Evaluation,Qualitative Research

This inquiry utilizes a sheltered instruction approach to lesson planning with the intention of improving teacher candidates' instruction to English Language Learners (ELLs). In this study a web-based questionnaire and a sheltered instruction lesson plan template were used to facilitate opportunities for teacher candidates to reflect on and practice planning English for Speakers of Other Languages (ESOL) instruction. Data collections used were nine web-based questionnaire responses and thirty sheltered instruction lesson plans. Findings suggest teacher candidates need more experiences with using ELLs' language proficiency data for instruction and need to learn how to use rubrics when giving ELLs feedback on their assignments.
Sponsorshaping: How a Teacher Used Sponsors of Literacy for Pedagogical Purposes
Author: Dippre, Ryan
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy,Writing Instruction,English Instruction,Grounded Theory,Secondary School Teachers,High School Students,Teacher Student Relationship,Advanced Courses,Teacher Influence,Educational Change,Teaching Methods

Historically, the actions of classroom teachers have had a massive impact on the implementation of top-down reform efforts. However, a pedagogically-friendly construct for considering this impact has been lacking in studies of teacher practice. In this article, I draw on Deborah Brandt's concept of sponsors of literacy to build a construct for thinking about teacher actions with, against, and through the social and historical forces that work their way into the classroom: sponsorshaping. Through a grounded theory analysis of six different types of documents used in an Advanced English 11 writing classroom, I show how sponsors of literacy were &quot;shaped&quot; with and against each other through the authorial decisions of the teacher. Drawing on these results, I suggest ways in which sponsorshaping can be used actively by teachers and teacher educators to more carefully orchestrate demands that various sponsors of literacy have toward their own ends.
&quot;A Close Read of My Classroom&quot;: Teacher Research and Identity Work
Author: Myers, Joy Kammerer
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Elementary School Teachers,Barriers,Professional Identity,Teaching Conditions,Interviews,Observation,Case Studies,Graduate Students,Teacher Education,Masters Programs

It is not uncommon for classroom teacher researchers to face multiple obstacles, but for the fifth grade teacher in this study, Donna, her administrators did not support her research efforts because they thought it would take away from preparing students for end of grade tests. The purpose of this study was to explore the ways conducting teacher research shaped Donna's teacher identities and to examine how the context of her school impacted any identity shifts. Data sources included: interviews, observations, and teacher-created artifacts such as annotations of journal articles; her research proposal, paper, and presentation; reflections; and classroom observations. Findings indicate that instead of being discouraged, Donna persisted because she believed that the research she was doing in her classroom helped her see her students and teaching in new ways. In particular, she was able to participate in meaningful, self-selected professional development while at the same time improving her classroom instruction.
Preparing Graduate Students to Teach Math: Engaging with Activities and Viewing Teaching Models
Author: Mongillo, Maria Boeke
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,Mathematics Instruction,Mathematics Teachers,Self Efficacy,Mixed Methods Research,Preservice Teachers,Elementary School Teachers,Preschool Teachers,Experiential Learning,Video Technology,Teaching Models,Methods Courses,Pretests Posttests,Scores,Program Effectiveness,Pedagogical Content Knowledge,Student Surveys,Action Research,Intervention

Teacher self-efficacy is the belief a teacher holds that he or she can make a difference in student achievement, even when the student is difficult or unmotivated (Guskey &amp; Passaro, 1994). It has been linked to positive teacher practices and student outcomes. This mixed methods study of preservice elementary and early childhood math teachers explored how having students engage in hands-on activities and view video teaching models in a graduate mathematics methods course influenced their teacher self-efficacy for math. The study took place in two phases, with course modifications made between the two. Statistical analyses of pre- and post-test scores on the Mathematics Teaching Efficacy Beliefs Instrument showed positive outcomes in Phase 1 but not Phase 2. Qualitative data in both phases suggested working with hands-on materials and viewing video models was beneficial to building student self-efficacy and in improving mathematical content knowledge.
&quot;I&apos;m Not so Sure…&quot;: Teacher Educator Action Research into Uncertainty
Author: Rogers, Carrie
Date: 2016-00-00
Type: Journal Articles
Subjects: Action Research,Assignments,Preservice Teachers,Teaching (Occupation),Career Choice,Teacher Characteristics,Student Attitudes,Elementary School Teachers,Experiential Learning,Writing Assignments,Grouping (Instructional Purposes),Qualitative Research,Content Analysis,Essays,Self Esteem

Using a framework of uncertainty that is informed by Hannah Arendt's philosophy this four-semester action research project describes the creation and analysis of an assignment that allows teacher candidates to explore their own uncertainties in regards to the teaching profession. This action research project examines the assignment and its development over time toward the goal of encouraging teacher candidates to have a disposition that frames uncertainty or doubt as an essential and necessary part of teaching. Findings were mixed. While this study reaffirms the theoretical perspective that action research, for me as a teacher educator, is about taking pedagogical risks to improve the quality of educational processes (Elliott, 1991) teacher candidates' dispositions toward uncertainty remain a concern. While many, in this study, saw uncertainty as inherent to teaching many also felt that these uncertainties could be remedied with the right training or experience.
Teaching about Neoliberalism and Education De/Reforms in Teacher Education Courses
Author: Morrison, Kristan A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Neoliberalism,Educational Policy,Educational Change,Preservice Teacher Education,Action Research,Teacher Educators,Foundations of Education,School Choice,Socialization,Hidden Curriculum,Political Issues,Critical Thinking,Educational Improvement,Privatization

Few pre-and in-service teachers understand the various educational laws and policies currently at work in our schools (e.g. charters, vouchers, etc.). How can these concepts be taught in a one-semester course with students who have minimal prior knowledge and are saturated with neoliberal discourse which tells them that choice and the quest for one's own private good are the best we can hope for in education reform? And how are teacher educators to teach their students in ways that do not indoctrinate them with a simplistic counter-message to the neoliberal discourse? This article details an action research study by a teacher educator in which she attempts to answer these questions.
Digital Literacy Instruction for eHealth and Beyond
Author: Hill, Laura
Date: 2016-00-00
Type: Journal Articles
Subjects: Technological Literacy,Electronic Learning,Educational Technology,Health Services,Computer Mediated Communication,English (Second Language),Second Language Instruction,Access to Health Care,Online Courses,Higher Education

The increasing importance of digital technologies can disenfranchise individuals who lack digital literacy skills. As clinics adopt online health portals, even health care services require digital skills. Patients are often expected to check test results and perform other health-related tasks online, but few clinics provide support for those who lack the digital skills needed to navigate a health portal. For that reason, the Literacy, Language, and Technology Research group completed a project to teach patients how to use a health portal. They designed instructional materials in an online learning platform called Learner Web. The flexible nature of the online materials accommodated the needs of patients with a wide variety of interests, learning styles, and technological abilities. Importantly, the principles used to design these instructional materials are not only relevant for health portal instruction, but also for the ESL classroom. Thus, this article describes several strategies that ESL instructors can use to teach English through an online platform.
Rose City Reading: Towards an Open Educational Resource with a Place-Based Curriculum
Author: Twenge-Jinings, Fidelia
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Resources,Place Based Education,Curriculum Development,English (Second Language),Second Language Learning,Second Language Instruction,Reading Instruction,Field Trips,Self Concept,Community Colleges,Culture Conflict,Teaching Methods,Educational Principles,Immigrants,Refugees,Reading Tests,Course Descriptions

Realizing that ESOL students often do not integrate naturally into their new communities, we developed a reading class that focuses only on topics such as history, culture, arts, nature and entertainment that pertain to Portland or Oregon. In addition to readings, we asked that students go out and &quot;live&quot; what they learned through a series of field trips. The results have been gratifying: students have enjoyed the class immensely, begun to explore their new home more actively, and developed a sense of identity and belonging. Our long-term goal is to develop this curriculum into a permanent open resource for all local students and teachers to use free of charge.
Poetics of Justice: Using Art as Action and Analysis in Participatory Action Research
Author: Ayala, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: Art Activities,Teaching Methods,Poetry,Films,Visual Arts,Performing Arts,Social Action,Change Strategies,Educational Policy,High Stakes Tests,Graduation Requirements,High School Students,Adults,Research Skills,Interviews,Surveys,State Policy,Participatory Research,Action Research

This article explores the use of art as a form of communication and meaning-making in participatory action research (PAR). The authors, researchers and educators, contemplate this concept through a pedagogical lens, and consider the role that visual and performing arts can play in social action. Based on the work of a youth-adult participatory action research collective, the authors reflect on the pedagogical process used to analyze research findings, take actions, and affect local change. Created to investigate opportunity to learn issues, the youth members of the collective created spoken word poetry, post-cards, film shorts, and speak-outs to engage multiple audiences in their research findings. By engaging art as an element of PAR, actions can travel visually, viscerally, and verbally with the potential to influence individuals, communities, and policies.
Learners&apos; Perceptions of Blended Learning and the Roles and Interaction of f2f and Online Learning
Author: Huang, Qiang
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Student Attitudes,Questionnaires,College Students,Conventional Instruction,Instructional Effectiveness,Online Courses,Correlation,Learning Processes,Listening Comprehension,Likert Scales,Statistical Analysis,Foreign Countries,Nonmajors

The present study aims to probe into learners' perceptions of blended learning in relation to the respective roles of face-to-face learning (f2f learning) and online learning as well as their interaction in the blended EFL contexts. Questionnaires were used in the study to examine the attitudes of 296 university students towards a blended English course learned at the university. The results showed that students were generally positive about blended learning and they also acknowledged the interdependencies between f2f learning and online learning in the blended English course. The two learning modes were also considered to play different roles in English learning. Participants thought that online learning was more advantageous to listening and f2f learning promoted the learning of world knowledge and helped to improve learners' interests in learning English. The findings of the research shed light on how f2f and online learning interplay with each other in the blended learning context so that the learning environment can be better integrated for English learning.