ethanporcaro/eric-fulltext-meta huggingface dataset:
Making the Work of Anchor Institutions Stick: Building Coalitions and Collective Expertise
Author: Cantor, Nancy
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: School Community Relationship,Urban Universities,Expertise,Cooperation,Community Action,Urban Renewal,Sustainability,Neighborhoods,Neighborhood Improvement,Urban Schools,Educational Improvement

As more colleges and universities commit to a public mission, it is critical that our work as anchor institutions have a sustainable and positive impact, and that we collaborate fully with the diverse voices and expertise beyond our campuses--the most valuable assets of our multicultural cities. Taking Syracuse, New York, as a microcosm, the authors examine how Syracuse University physically and metaphorically has become an embedded and trusted anchor institution by building &quot;civil infrastructure&quot; to enable lasting &quot;social infrastructure.&quot; We joined with numerous partners in one of the city's poorest but most promising neighborhoods to design &quot;green homes,&quot; repurpose old warehouses, and greatly expand educational opportunities for all children. As we did, art, technology, and literacy began to rewrite the story of the neighborhood. Scholars, students, and residents forged &quot;communities of experts&quot; to fulfill the central promise of an anchor institution: to make a sustainable difference in our community.
Constructing Meanings of Mathematical Registers Using Metaphorical Reasoning and Models
Author: Lai, Mun Yee
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Figurative Language,Logical Thinking,Mathematical Models,Mathematics Instruction,Mathematical Concepts,Language Usage,Syntax,Semantics,Pragmatics,Secondary School Mathematics,Grade 7,Secondary School Teachers,Mathematics Teachers,Discourse Analysis,Teacher Education,Semi Structured Interviews

Current debates about successful mathematics pedagogy suggest that mathematical learning and problem solving can be enhanced by using metaphors as they provide students with a tool for thinking. But assisting pre-service teachers to understand the importance of careful and accurate explanations for mathematical concepts remains an issue. This paper investigates how a mathematics teacher made use of models and metaphors to construct mathematical meanings within a transformational shift between less- and more-mathematical language. The Peircian model of semiosis was employed to identify the conceptual relationships in the metaphors and to analyse possible discrepancies between the literal meaning of metaphors, the teacher's intended meaning and the targeted mathematical concepts. The findings indicate that the syntactic, semantic, and pragmatic features of the language used in mathematics teaching play a significant role in student learning. Teachers' knowledge of students' prior understanding of mathematical meaning of related concepts and their knowledge of examples, models, and language that are pedagogically preferable jointly affect the quality of teaching.
The Shift from &quot;Learner/Doer of Mathematics&quot; to &quot;Teacher of Mathematics&quot;: A Heuristic for Teacher Candidates
Author: Meagher, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Learning Experience,Heuristics,Preservice Teacher Education,Knowledge Base for Teaching,Scaffolding (Teaching Technique),Problem Solving,Student Attitudes,Reflection,Answer Keys,Worksheets,Student Development,Pedagogical Content Knowledge

Successful teacher preparation programs provide learning experiences that help teacher candidates make the shift from &quot;student&quot; to &quot;teacher.&quot; In this paper we present research on the implementation of a process for providing candidates such experiences. Utilizing the Mathematics as Teacher Heuristic (MATH) process, prospective high school mathematics teachers explore rich problems by solving the task, analyzing samples of student work, designing a solution key, and modifying the task. We use their engagement in these explorations and reflections on the process to analyse the development of candidates&apos; Content Knowledge and Pedagogical Content Knowledge.
The Role of ICT in Supporting the Development of Professional Knowledge during Teaching Practice
Author: Viseu, Floriano
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Knowledge Base for Teaching,Educational Technology,Technology Uses in Education,Teaching Methods,Preservice Teachers,Electronic Mail,Computer Mediated Communication,Case Studies,Interviews,Group Discussion,Supervision,Interpersonal Communication,Foreign Countries,Student Teaching,Classroom Techniques,Student Teacher Supervisors,Mathematics Instruction,Problem Solving,Equations (Mathematics),Student Development,Qualitative Research

Prospective mathematics teachers often start their practice with images of learning situations quite different from current curriculum orientations. Such is the case of Fabio, who, at the beginning of his practicum, proposed mostly exercises and promoted unidirectional communication. We analyse the contribution of a teacher education setting based on ICT (email and forum) in developing his professional knowledge, looking especially at tasks and forms of communication. The qualitative and interpretative case study of this prospective teacher is based on interviews and on the analysis of the documentation generated in the teacher education setting. The results show that, in addition to exercises, the prospective teacher began to suggest more open and challenging tasks, and to promote contributive communication in his classroom. In planning his lessons, Fabio's professional knowledge showed improvement in the diversity of tasks that he adopted, in the attention he gave to student activity, in the adequacy of instructional materials that he used, and in the forms of communication that he promoted, which involved more students in the classroom activities. By reflecting on his actions, he developed his ability to gather information about his practice, how to interpret it, question it, and reshape it. The reconstruction of particular parts of the practice helped Fabio to expand his professional knowledge and to see practice as a source of learning to teach.
Making Connections: Lessons on the Use of Video in Pre-Service Teacher Education
Author: Beswick, Kim
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Video Technology,Mathematics Instruction,Teaching Methods,Preservice Teachers,Elementary School Teachers,Elementary School Mathematics,Mathematical Concepts,Student Teacher Attitudes,Observational Learning,Constructivism (Learning),Concept Formation,Foreign Countries,Surveys

This paper reports on the trial of video excerpts of mathematics teaching used in teaching pre-service primary teachers in a four-year undergraduate teacher education degree program. After viewing a video excerpt of teaching a basic mathematics concept, pre-service teachers were asked to identify the focus of the lesson and aspects of the teacher's practice that were effective; list questions they would ask the teacher; identity anything that they would do differently and what they would do next; compare the teaching videoed with that observed during professional experience in schools; describe the extent and ways in which it contradicted or confirmed their existing beliefs about effective mathematics teaching; and to assess the value of video excerpts as a teaching tool. The findings suggested that preservice teachers struggled to see beyond readily evident aspects of teaching, such as the use of concrete materials. Most reported that the videos showed teaching that was similar to teaching they had observed and that confirmed their existing beliefs. However, the pre-service teachers were positive about the use of video excerpts in their course. The paper concludes with recommendations for realising the potential of video to assist pre-service teachers to observe and reflect on teaching.
Changing Beliefs about Teaching in Large Undergraduate Mathematics Classes
Author: Kensington-Miller, Barbara
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,College Mathematics,Teaching Methods,College Faculty,Teacher Attitudes,Reflection,Undergraduate Study,Professional Personnel,Attitude Change,Beliefs,Foreign Countries,Lecture Method,Learner Engagement,Goal Orientation,Teacher Behavior,Interviews,Questionnaires

Many lecturers use teacher-centred styles of teaching in large undergraduate mathematics classes, often believing in the effectiveness of such pedagogy. Changing these beliefs about how mathematics should be taught is not a simple process and many academic staff are reluctant to change their ways of lecturing due to tradition and ease. This study describes the journey of a mathematician as he accepted the challenge to ask students to work interactively on well thought out questions in large lectures. The mathematician's espoused and enacted beliefs about lecturing were confronted through a cyclical process of developing questions, testing them in lectures, and refining them in collaboration with a research group. As he went through the process of testing and reflecting on his teaching practice, the gap between his espoused and enacted beliefs decreased as they became more aligned. The study demonstrates that the process of collaborative reflection with a team of educators can be a useful strategy for effecting change in lecturers' beliefs.
The Statistical Literacy Needed to Interpret School Assessment Data
Author: Chick, Helen
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Statistics,Numeracy,Principals,Teachers,Data Interpretation,Educational Assessment,National Competency Tests,Graphs,Tables (Data),Reports,Mathematics Skills

State-wide and national testing in areas such as literacy and numeracy produces reports containing graphs and tables illustrating school and individual performance. These are intended to inform teachers, principals, and education organisations about student and school outcomes, to guide change and improvement. Given the complexity of the information, it is of interest to determine the critical statistical skills required to make sense of such data. This paper examines the statistical literacy necessary to interpret the graphical presentations of school assessment data for the Australian NAPLAN testing process. A framework for professional statistical literacy that acknowledges the importance of context is used to identify different levels of data interpretation. The implications for helping users make better use of such data and for teacher education more broadly are discussed.
Partnering to Survive: Reflections on the Pursuit of Campus-Community Initiatives Prior to Tenure
Author: Sherman, Daniel J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Teacher Responsibility,School Community Relationship,Citizen Participation,Colleges,Values,Institutional Mission,Scholarship,Intellectual Disciplines,Research,Partnerships in Education

How does a early career faculty member survive the pursuit of campus-community initiatives? This article draws on experiences gained through a unique faculty position that combines community engagement with full academic responsibilities. &quot;Survival&quot; in this position emerges from the integration of community engagement with the institutional values of scholarship, as articulated by campus leaders and applied through academic disciplines in teaching and research, as well as the careful creation and institutionalization of reciprocal campus-community partnerships. The article provides lessons learned through adventures in applied teaching, negotiated criteria for tenure and promotion, and the cultivation of community relationships that have culminated in a truly &quot;civic scholarship.&quot;
Ethnic Differences in Completion Rates as a Function of School Size in Texas High Schools
Author: Fitzgerald, Kim
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Graduates,Graduation Rate,Racial Differences,White Students,African American Students,Hispanic American Students,School Size,Public Schools,High School Students,Statistical Analysis,Comparative Analysis,Parent Participation,Learner Engagement,Secondary School Curriculum,Ethnicity

The purpose of this study was to investigate differences in high school completion rates among White, African American, and Hispanic students enrolled in different school sizes--small, medium, and large. For this causal-comparative research design, this study utilized archival data from the Texas Education Association's Academic Excellence Accountability System. The researchers utilized a convenience sample of the state's public high school students for the 2008-2009 (n = 527 schools), 2009-2010 (n = 606 schools), and 2010-2011 (n = 549 schools) school years. Two Friedman's nonparametric repeated measures analysis of variance revealed no statistically significant differences among the three groups for small and medium schools for the 2008-2009 and 2009-2010 school years. However, for large schools, statistically significant differences emerged in favor of White students for both the 2008-2009 and 2009-2010 school years, representing large and moderate effect sizes, respectively. For the 2010-2011 school year, a statistically significant difference emerged among the three groups for small, medium, and large schools, in favor of White students. Implications are discussed.
Adult and Middle School Girls' Perceptions of Risk-Taking Behavior: Implications for School Practitioners
Author: Solomon, Brett Johnson
Date: 2013-00-00
Type: Journal Articles
Subjects: Middle School Students,Risk,Females,Educational Strategies,Substance Abuse,Social Networks,Delinquency,Questionnaires,After School Programs,Counselor Attitudes,Social Work,Administrator Attitudes,Teacher Attitudes,Content Analysis,Coding,Student Needs,Mixed Methods Research

There is an overwhelming disconnect between young adolescent girls and adults, in relationship to perceptions of middle schoolgirl risk taking. This mixed-methods study investigates the differences between adult practitioners and middle school girls' perceptions of risk taking, understanding of consequences, and needs among middle school girls. Understanding such cohort differences is critical to providing adult practitioners with a blueprint for best supporting middle school girls. Four-hundred and nine middle school girls, and 226 adult practitioners, who worked with middle school girls in a variety of contexts, anonymously responded to five open-ended questions relating to their risk taking, understanding of consequences, and needs. The results highlight an overwhelming disconnect between the two cohorts. Most significantly, the findings reveal the risks and needs that are salient to middle schoolgirls and underscoring the misinterpretation of their risk taking and needs among adult practitioners. Implications for school practitioners are discussed including strategies for effectively connecting with middle school girls.
Exploring Service Logic in ESL
Author: Walker, John
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Outcomes of Education,Student Attitudes,Second Language Instruction,Second Language Programs,Program Administration,Program Effectiveness,Services,Theories

ESL is both a professional educational service and, particularly in post-compulsory contexts, a commercial activity. The effective management of ESL programs can secure quality outcomes for practitioners and students. Nevertheless, writings on ESL management do not figure prominently in the literature. In particular, the association between services management theory and ESL practice has enjoyed only limited recognition. This article highlights the association by exploring selected elements of service logic theory and their application to the management of post-compulsory ESL in a commercial context. The elements are the co-creation of student-perceived value during the service process; the significance of relational aspects of the service; and the capacity to generate memorable experiences that are also quality educational outcomes. The application of service logic to ESL not only accentuates the link between services management principles and what could be considered ESL management best practice, but also suggests that service logic can support and complement standard teaching and learning processes and precepts that are desirable in well-run ESL programs. Thus ESL managers&apos; and instructors&apos; acquaintance with the basics of service logic has the potential to enhance the effectiveness of how they provide service.
Measuring Anxiety in Visually-Impaired People: A Comparison between the Linear and the Nonlinear IRT Approaches
Author: Ferrando, Pere J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Anxiety,Visual Impairments,Comparative Analysis,Questionnaires,Psychometrics,Blindness,Item Response Theory,Foreign Countries,Scores,Goodness of Fit,Measurement Techniques,Prediction,Older Adults,Models,Computation

The present study has two main interests. First, some pending issues about  the psychometric properties of the CTAC (an anxiety questionnaire for blind  and visually-impaired people) are assessed using item response theory (IRT). Second, the linear model is compared to the graded response model  (GRM) in terms of measurement precision, sensitivity to change, and person  fit, and the results are also used to illustrate the functioning and advantages  of IRT models. The participants were 670 blind or visually-impaired people  from different Spanish cities. The results showed that the CTAC scores are  accurate enough for practical purposes, and that respondents are quite  consistent in their responses. Model-data fit was acceptable in both cases,  and both models lead to similar results regarding the trait estimates, with the  exception of extreme respondents who were better assessed with the linear model. The GRM assessed measurement precision better, and both models  showed high sensitivity to change around cut-off values. Person-fit results  were also similar in both models.
Effect of Divided Attention on the Production of False Memories in the DRM Paradigm: A Study of Dichotic Listening and Shadowing
Author: Pimentel, Eduarda
Date: 2013-00-00
Type: Journal Articles
Subjects: Word Lists,Memory,Listening,Attention,Task Analysis,Recall (Psychology),Foreign Countries,Portuguese,College Students,Auditory Stimuli,Statistical Analysis,Cognitive Processes

The Deese/Roediger-McDermott (DRM) paradigm comprises the study of lists in which words (e.g., bed, pillow, etc.) are all associates of a single nonstudied critical item (e.g., sleep). The probability of falsely recalling or recognising nonstudied critical items is often similar to (or sometimes higher than) the probability of correctly recalling or recognising studied associates. False memories produced throughout this paradigm are usually seen as vivid, long lasting, and difficult to consciously avoid. Our experiment aimed to analyse the effect of dichotic listening and shadowing procedures on the production of false memories in the DRM paradigm. The results showed that the production of false memories under a divided attention condition during processing was not eliminated, independently of the type of memory task--recall or recognition. Moreover, the proportion of false memories produced in our study was similar to the amounts of correct recall and recognition in both encoding conditions. Therefore, our study confirms the robustness of this type of memory distortion (e.g., Gallo, Roediger, &amp; McDermott, 2001),  because even when the encoding conditions are impoverished, participants are prone to falsely remember the critical words, reinforcing the theoretical assumption of the automatic activation of critical lures.
Temporal Dynamics of Action Contribution to Object Categorization
Author: Gonzalez Perilli, Fernando
Date: 2013-00-00
Type: Journal Articles
Subjects: Classification,Cognitive Processes,Brain Hemisphere Functions,Reaction Time,Motor Reactions,Psychomotor Skills,Recognition (Psychology),Intervals,Cues,Nonverbal Communication,Identification,Tactual Perception,Visual Stimuli,Visual Perception,Foreign Countries,College Students

The presentation of a hand grasp facilitates the recognition of subsequent objects when the grasp is coherent with the object to be identified. This outcome is usually explained as the integration of two different processes: descriptive visual processes in ventral visual areas and processes in charge of the computations of action metrics in dorsal visual regions. With the aim to explore the temporal dynamics of this interaction, we conducted an experiment in which participants categorized objects preceded by congruent  and incongruent hand grasp gestures under different interstimulus interval (ISI) conditions. Hand grasp gestures and target objects were separated by five different interstimulus intervals (ISI): 0, 250, 500, 1000, and 2000 ms. Results showed significant shorter response times for congruent trials than for incongruent trials for ISI conditions of 250 and 500 ms. However, no effect was found for the other ISIs (0, 1,000 and 2,000). These results suggest that the contribution of automatically driven visuomotor dorsal areas in object recognition is stronger up to 500 ms after prime offset, and that object identification is facilitated by hand gesture primes just inside this  time window (250-500 ms).
The Dialogue Journal: A Tool for Building Better Writers
Author: Denne-Bolton, Sara
Date: 2013-00-00
Type: Journal Articles
Subjects: Diaries,English Language Learners,Writing Instruction,Audiences,Teacher Student Relationship,Student Empowerment,Feedback (Response),Second Language Instruction,English (Second Language),Writing Skills,Academic Discourse,Language Fluency,Students,Writing Difficulties,Student Journals

Using dialogue journals gives English language learners valuable writing practice. This article explores topics such as audience, fluency, teacher-student relationships, empowerment, and making the connection to academic writing. And the author gives practical advice on how teachers can institute dialogue journals in their classrooms and how best to respond to students&apos; journals.