ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Student Critical Consciousness: Twitter as a Tool to Apply Critical Literacy in the English Classroom
Author: Kunnath, Joshua P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Critical Literacy,Consciousness Raising,Grade 11,Secondary School Students,Advanced Placement,Telecommunications,Handheld Devices,Computer Mediated Communication,Instructional Effectiveness,Learner Engagement,Student Empowerment,Curriculum Implementation,United States Literature,Urban Schools,Literary Criticism,Student Attitudes,News Media,Educational Change,English Curriculum

As young people today are flooded with information from a multitude of sources, they must be prepared to perceive the potentially oppressive and nefarious nature of many texts. Critical literacy is a theory and strategy that allows young people, along with people of all ages, to achieve just this; however, teachers often experience difficulties implementing and guiding students in taking crucial action steps in the classroom. This exploratory action research case study was conducted to address these concerns, as a teacher utilized Twitter to implement critical literacy and guide 32 ethnically diverse eleventh grade students in applying critical literacy in an AP English Language and Composition class. The study was conducted within a unit on American Transcendentalist literature over the course of one month, and the teacher and students used their cell phones inside and outside of the classroom to access Twitter for purposes of research, communication, and interaction. Qualitative methods were used to collect data from student and teacher tweets, reflections, and interviews, which were analyzed with a qualitative conventional content analysis approach. Results showed that Twitter was effective in implementing critical literacy in the classroom. Additionally, multiple affordances included a transformation of teaching and learning in the classroom of study, amplified student voice, increased student engagement, and a potential for student action. Results are discussed in the context of students' achievement of critical action and approach to a state of critical consciousness and may be of interest to the teacher or administrator challenged by critical literacy implementation, curious about critical literacy, or seeking additional technology-infused literacy strategies.
Exploration of Institutional Theory in One California Central District Office That Shapes College Preparedness and Enrollment
Author: Deslonde, Vernell L.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Preparation,Enrollment,Outcomes of Education,School Districts,Resource Allocation,Administrators,Organizational Theories,High Schools,Instructional Leadership,College Bound Students,High School Graduates,Barriers,Minority Group Students,Financial Support

To impact college enrollment rates, and subsequently college attainment throughout the United States, particularly among low socioeconomic status students, college enrollment outcomes must become a priority at the state, district, and school levels. Central school district offices across the United States face demands by educators and policymakers to ensure that students are prepared for college. The way in which central district offices respond will likely be influenced by the availability of resources. Drawing on institutional theory, this exploratory case study examines how one central district office's funding practices and resource allocations influence college preparedness and enrollment in California. The researchers interviewed central district leaders and high school administrators (N = 10) to explore their perceptions of financial strategies and barriers that impact college preparation and enrollment rates, particularly in California, a state that ranks 40th in college enrollment. The analysis illustrates the resource challenges from the perspective of school administrators that interfere with preparing students for college, such as a limited authority to use site-level funds to hire qualified teachers to meet the instructional needs of their students. Further findings revealed that despite fiscal resources dedicated from this central district office to remove funding barriers that typically interfere with low-income and minority students' access to college, districts must move beyond the core curriculum to ensure that students are ready for college.
Factors Associated with Programmatic Orientation and Supervision in Schools
Author: Sandifer, Mariama Cook
Date: 2019-00-00
Type: Journal Articles
Subjects: Supervision,School Counseling,School Counselors,Correlation,Program Implementation,Counseling Services,Counselor Training,Counseling Techniques

Programmatic orientation is the level of intentional implementation of school counseling program components that are based on data and are proactive in nature. To explore relationships between school counselor supervision and programmatic orientation, 188 school counselors answered questions regarding the presence of supervision elements and programmatic orientation levels. Results indicated that higher levels of programmatic orientation were associated with higher presence of supervision elements.
Voices of Hmong American Students on Their Diaspora
Author: Lor, Pao
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Empowerment,Hmong People,Refugees,Asian Americans,Student Experience,Gender Differences,Middle School Students,High School Students,Autobiographies,Foreign Countries,Academic Aspiration,Migration

Hmong Americans are originally a preliterate, seminomadic, and agrarian ethnic hill tribe from Southeast Asia and have now been in the United States for the last four decades. From the 1960s to the mid 1970s, the Hmong joined forces with the U.S. during the Secret War in Laos. After the U.S. pulled out of Laos in 1975, the new Laotian regime began persecuting the Hmong for having supported the Americans. From 1975 to 2014, the American government cooperated in relocating several waves of Hmong refugees to the U.S. In the mid-1980s, researchers began to examine Hmong American students' experiences. The most studied area was their education. In 1985, Goldstein examined the cultural challenges that Hmong boys and girls endured as they transitioned to American high schools. In 1997, Hutchison used several categories of academic data and interviews and reports on Hmong students' academic performance in the preK-12 educational system in Wisconsin, asserting that for most Hmong students, their academic performance was on par with that of their peers. More recently, researchers have started to study Hmong American students' educational experiences in higher education. In particular, researchers have examined variables or factors that influence Hmong American students' college matriculation, retention, and graduation. Often missing from the existing research are the &quot;voices&quot; of Hmong American students; more specifically, how do they come to understand, interpret, and make meaning of their Hmong American diaspora? It is this question that gave impetus to this study. The study was guided by the following questions: (1) How have Hmong American middle and high school students come to understand, interpret, and make meaning of their diaspora; (2) How have their families and lives changed because of the diaspora; (3) What are their experiences navigating three vastly different cultures: life in Laos, life in Thailand, and life in the U.S.; (4) How do they view their educational experiences: and (5) What are their hopes and dreams for their future? The study focused on the 31 autobiographies. Voices from other Hmong American middle and high school students, even from the 1990s, might yield different results. The analysis of the data was limited by what the participants had shared in their autobiographies. The study, exploratory and descriptive in nature and with limitations, raises several opportunities for future research, including qualitative, quantitative, or mixed studies.
Increasing Awareness of White Privilege among Social Work Students
Author: Kindle, Peter A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Social Work,Advantaged,White Students,Undergraduate Students,Graduate Students,African American Students,Institutionalized Persons,Racial Attitudes,Racial Differences,Racial Relations,Race,Racial Discrimination,Correctional Rehabilitation,Social Justice

This study explored the degree of change, if any, in student perceptions of race and the American criminal justice system from completing an undergraduate or foundation year graduate social welfare policy class that incorporated Alexander's understanding of the new racial caste system that has evolved as a product of mass incarceration since 1980. As expected, the results indicate a significant decline in positive regard toward the criminal justice system as well as a significant decline in positive regard for Whites by student respondents, both demonstrating a moderate effect size. Contrary to our expectations, there was no change overall in the degree of positive regard for Blacks. Qualitative results, prima facie, appear to support these conclusions.
Narrative Inquiry as a Social Justice Practice
Author: Seiki, Sumer
Date: 2018-00-00
Type: Journal Articles
Subjects: Personal Narratives,Inquiry,Social Justice,Graduate Study,Graduate Students,Graduate School Faculty,Story Telling,Classroom Environment,Space Utilization,Classroom Design

A student, and two professors collectively explored the unique nature of their graduate course entitled &quot;Narrative Pedagogy as Social Justice.&quot; All of the authors experienced personal transformation through relationally engaging in difficult dialogue. They now wonder, how to create classroom spaces where dialog about difficult topics can begin--a space where students and faculty can engage in inquiry? Their research focused on this unique graduate course, in which professors and students came together to inquire into difficult issues that they as a class were facing and the ways they relationally created and sustained inquiry over the duration of the course. Through this exploration, they seek to remake the academy by hearing diverse voices and creating classroom counterspaces where untold stories are heard and dialogue begins. Now that the course has ended, the three authors seek to characterize and understand more of the lived process of narrative pedagogy as a social justice practice--the heart of their course content. In coauthoring this article, they sat together again at a proverbial table, each bringing their own experiences and inquiring into the dialogue alongside one another. As they engaged in this reflective inquiry, they attended to ways narrative inquiry guided their pedagogy. Seeking to make visible core narrative inquiry pedagogical processes to contribute to conversations of humanizing the academy by dismantling practices of inequity. This article shows a continuous effort to nurture classroom counterspaces and to make visible how these spaces, places that call forth both experience and responsibilities, can come into being.
Laboratories of Democracy Utilizing Problem-Posing Education in Our Classrooms
Author: Drouin, Steven D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Democracy,Problem Solving,Educational Attitudes,Role of Education,Teaching Methods,Questioning Techniques,Authentic Learning,Educational Philosophy,Citizen Participation,Reflection,Planning,Teacher Attitudes

Steven Drouin writes that in his first years of teaching, he viewed the purpose of school to be what his childhood teachers and college instructors had instilled in him. School was simply a place for learning academic content and for developing skills needed later in life. Then he began to realize that any conception of schooling that required them to wait--to put off addressing their problems until later in life--was ill suited. Instead, he needed to find a different conceptualization of the purpose of school, that challenged students and teachers to focus on solving problems, not later in life, but now. Paulo Freire's (1970) &quot;problem-posing education&quot;, which stands in opposition to the banking model of education articulated an alternative purpose for school. Freire insisted that instead of starting from the arrogant assumption that &quot;the teacher knows everything and the students know nothing, should instead start with the students. In short, rather than telling students what to know, educators should ask questions: What do you want to do? Where do you want to go? Who do you want to become? Then, let the answers to those questions guide what is taught. Freire's model of school engenders a new relationship between teachers, students, content, and the broader community as a whole. Problem-posing education follows three general phases: identification of the problem, analysis of the causes of the problem, and finding solutions to the problem (Freire, 1970, 1973; Solórzano, 1989). In this scenario, school would function as a means for students to reflect and act upon their own problems. Freire (1970) wrote, &quot;[Students] posed with problems relating to themselves in the world will feel increasingly challenged and obliged to respond to that challenge.&quot; The result is a new, more authentic, more democratic relationship forged by using school to focus on student-generated problems. Drouin found that aspiring to follow Friere's ideals in his own school, and enacting such a repurposing was daunting in both the ideological and logistical challenges it posed. Drouin writes in this article that the problem he formulated in order to first challenge himself was this: How should he implement a problem-based education as a means of encouraging students to become more active democratic citizens today. This is the kind of professional question one never expects to answer fully, however in this article Drouin explains Freire's three phases and notes that they have become an essential element to his own planning, and reflecting process.
White Preservice and Inservice Teachers&apos; Engagement with Multicultural Content in Online Courses
Author: Grant, Kristine S. Lewis
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Inservice Teacher Education,Learner Engagement,Online Courses,Multicultural Education,Preservice Teacher Education,White Students

According to the National Center for Educational Statistics, the 2014-2015 academic year marked the turning point of a major shift in student demographics (Hussar &amp; Bailey, 2013). For the first time, students of color (50.3%)--largely Asian and Hispanic students--outnumbered their White peers (49.7%) in public schools in the United States. This trend is expected to continue. By 2022, White students are expected to comprise 45% of public school students. Unfortunately, the teacher demographics are not keeping pace. White teachers comprise 82% of public school educators (Hussar &amp; Bailey, 2013). This raises important questions about teacher preparation and professional development to effectively educate the students of color in our classrooms. This article presents the findings from a collaborative practitioner inquiry project that investigated student learning in three asynchronous, online teacher education courses about issues of diversity that explored the following question: How do preservice and inservice teachers &quot;make sense of&quot; and reflect upon issues of diversity in online teacher education courses? The authors examined White preservice and inservice teachers' engagement with multicultural content. The findings from this study offer implications for online multicultural education courses in promoting preservice and inservice teacher learning and understanding of issues of diversity and social justice.
Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students
Author: Sutherland, Kevin S.
Date: 2019-06-00
Type: Journal Articles
Subjects: Emotional Disturbances,Behavior Disorders,At Risk Students,Evidence Based Practice,Behavior Problems,Program Implementation,Intervention,Emotional Development,Behavior Development,Young Children,Early Childhood Education,Early Childhood Teachers,Elementary School Students,Kindergarten,Grade 1,Grade 2

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems experienced by students with EBD is a priority for the field, but there exist implementation challenges in authentic classroom settings. The purpose of this article is to address one implementation barrier by distilling the common practice elements found in evidence-based programs (EBPs) and practices delivered by teachers designed to target the social, emotional, and behavioral problems in young students. We conducted a systematic review of EBPs and early elementary classroom practices that have been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 103 articles employing 68 group (n = 53 randomized group designs, n = 15 quasi-experimental designs) and 35 single-case designs were identified, and an iterative process was used to identify common practice elements. Twenty-five practice elements were identified and submitted to review by experts. After expert review, 24 practice elements remained. Implications for practice and training as well as future research are discussed.
Profiles of Problem Behavior in Children with Varying Language Ability
Author: Chow, Jason C.
Date: 2019-06-00
Type: Journal Articles
Subjects: Behavior Problems,Language Skills,School Districts,Elementary School Students,At Risk Students,Emotional Disturbances,Oral Language,Teacher Attitudes,Profiles,Correlation,Aggression,Observation,Learner Engagement,Academic Achievement,Behavior Disorders,Screening Tests,Student Behavior,Achievement Tests

The purpose of this study was to explore the relationships between language behavior in students with or at risk of emotional and behavioral disorders. School-age students in K-4 grades (N = 300, 76% male) were sampled across three school districts. Students were grouped based on oral language ability and measured on teacher-rated subscales of problem behavior and direct observation of classroom behavior. Profile analyses revealed that language ability was associated with direct observation measures of classroom behaviors. Lower language was associated with higher rates of aggression, and higher language was associated with higher rates of academic engagement. Incongruent results relative to teacher-rated and directly observed behavior, limitations, and implications for future research are discussed.
Predictive Validity of Student Risk Screening Scale for Internalizing and Externalizing Scores in Secondary Schools
Author: Lane, Kathleen Lynne
Date: 2019-06-00
Type: Journal Articles
Subjects: Screening Tests,At Risk Students,Predictive Validity,Student Behavior,Grade Point Average,Academic Failure,School Nurses,Suspension,Antisocial Behavior,Withdrawal (Psychology),Shyness,Anxiety,Outcomes of Education,Scores,Middle School Students,High School Students,Partnerships in Education,Positive Behavior Supports,School Health Services

In this article, we examined predictive validity of &quot;Student Risk Screening Scale for Internalizing and Externalizing&quot; (SRSS-IE) scores for use at the middle (N = 2,313 from four middle schools) and high (N = 2,727 from two high schools) school level. Results indicated middle and high school students with high levels of risk according to fall SRSS-IE scores (particularly those with externalizing behaviors) were likely to have lower grade point averages, fail more courses, have more nurse visits, and spend more time in in-school suspensions compared with students at low risk for externalizing and internalizing behaviors. Education implications, limitations, and future directions are presented.
Problem-Based Learning Approach Enhances the Problem Solving Skills in Chemistry of High School Students
Author: Valdez, Joseph E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Intervention,Comparative Analysis,Teaching Methods,Problem Solving,Instructional Effectiveness,Chemistry,Science Instruction,High School Students,Foreign Countries,Grade 9,Scientific Concepts

The study aimed to investigate the effectiveness of problem-based learning (PBL) approach in enhancing the problem solving skills in Chemistry of Grade 9 students in a public high school in the Philippines. The level of problem solving skills of the students in the non-PBL and PBL group before and after their exposure to non-PBL and PBL approaches was determined respectively. The comparison of their levels before and after the intervention was done to determine the effectiveness of the non-PBL and PBL approaches. Then comparison of the effectiveness of non-PBL and PBL approach was assessed. Using the descriptive-comparative and pretest-posttest experimental design in processing the data from 96 students, the following revelations were obtained: (1) the level of problem solving skills before and after their exposure to non-PBL approach is generally very low; (2) the level of problem solving skills was initially very low but was comparatively increased to low after exposure to PBL; (3) there was a significant difference in the level of problem solving skills of the students in the PBL group; (4) between these two approaches in this study, the PBL approach of teaching the chemistry concepts to Grade 9 students was proven more effective than the non-PBL approach.
The Role of Self-Learning in Promotion of Skills in Small Employee Medium Sized of Russian Enterprises
Author: Lapteva, Svetlana V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Independent Study,Job Skills,Foreign Countries,Employee Attitudes,Content Validity,Questionnaires,Professional Development,Business,Gender Differences

This investigation seeks to study the role of self-learning educations in promotion of professional competences employee skills of small employee medium sized enterprises. For this purpose, by providing a 15-question researcher-made questionnaire about the quality employee manner of self-learning educations, the exit poll was accomplished from the small employee medium sized enterprises of Russia so that the main question of this research was answered. This research in the domain of applicable researches is from the field type employee the methodology is descriptive from survey type. The statistical population of this investigation is formed from all employees of small employee medium sized enterprises in 19 regions of Russia that were doing their duties in the educational year of 2016-2017. The sample size of employees with regard to the Krejcie-Morgan's table was considered about 450 employees. In this investigation, in order to determine the reliability of questionnaire with emphasis on internal homogeneity, Cronbach's Alpha has been used that Alpha's coefficient was gained equal to 0.933 which is relatively high employee expresses high validity of the researcher-made questionnaire employee this researcher-made questionnaire has the content validity. Also, analysis of findings through Pearson correlation test showed that there is significant relation between the self-learning education courses employee professional skills of employees with confidence of 99% (P &lt; 0.01) employee about 60% of total variance of scores of professional skills of employees is arising from variance of scores of self learning education courses (in other words, about 60% have common variance).