ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing Academic Oral Language Development: Using English Language Learner Shadowing in Classrooms
Author: Soto-Hinman, Ivannia
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Federal Legislation,Applied Linguistics,Oral Language,Second Language Learning,English (Second Language),Academic Discourse,Language Proficiency,Faculty Development,Skill Development,Classroom Techniques

According to Diane August (2002), a senior research scientist at the Center for Applied Linguistics, English Language Learners (ELLs) spend less than two percent of their school day in oral language development. Worse yet, when ELLs are speaking in school, it is often not about academic topics or rigorous content. This lack of academic oral language practice is detrimental to the acquisition of English, as well as to the access of grade-level content area material, which are both mandated by Title III of the "No Child Left Behind Act". In order for ELLs to become proficient in the basics of English, as well as grade-level academic English, it is imperative that they be given repeated and more complex opportunities to speak about academic topics across the school day. One way to systemically create awareness around the importance of academic oral language development, or "academic talk," is to train teachers in ELL shadowing. In this article the author explains why academic oral language development is important and how to embed ELL shadowing into either a teacher education program, a district, an individual school, or a county office of education staff development program. (Contains 2 figures.)
Building English Language Learners' Academic Vocabulary: Strategies and Tips
Author: Sibold, Claire
Date: 2011-00-00
Type: Journal Articles
Subjects: Direct Instruction,Vocabulary Development,Second Language Learning,English (Second Language),Academic Discourse,Second Language Instruction,Classroom Techniques,Reading Processes,Reinforcement,Games,Parent Participation,Diaries,Instructional Materials,Elementary School Students,Secondary School Students,Oral Reading

According to Beck, McKeown, and Kucan's Three Tier Model (2002), when it comes to language instruction the distinction between academic vocabulary words and content specific words has a significant bearing on the language success of English language learners (ELLs). In this article, the author describes strategies that give teachers and parents the means to develop ELLs' vocabulary through reading, direct instruction, and reinforcement activities and games. Teachers and parents can use these strategies before, during, and after reading, and thus provide students with a set of tools they can use independently as they read. (Contains 5 figures and 1 table.)
Schools Reading Parents' Worlds: Mexican Immigrant Mothers Building Family Literacy Networks
Author: Miano, Alice A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Environment,Mothers,School Involvement,Parent Participation,Ethnography,Parent School Relationship,Foreign Countries,Family Literacy,Immigrants,Mexican Americans,Networks,Educational Experience,Parent Background,Spanish,English (Second Language),Second Language Learning

The aim of this article is to make visible many ways in which a group of parents of marginalized status participate in their children's schooling and to reveal something of the societal machinery that can render invisible many admirable parental efforts. Adapting somewhat the analysis of Graue et al. (2001), the author outlines strands within the literature on parent involvement. This article is based on a larger, three-year ethnographic study that examined literacy practices and school involvement among a group of Mexican immigrant mothers at a Silicon Valley, California elementary school. The focus here is on parental involvement practices, with attention given to parental practices with literacy as a particular form of parental involvement. The methodology design for this study was based on the already noted assumption that people's cultural and historical trajectories, along with their current social milieu, influence their ways of understanding and reacting to the world around them. The author discusses the linkages between the mothers' childhood experiences with schooling and literacy in their native Mexico and their patterns of parent involvement with literacy and schooling in the U.S. (Contains 5 tables and 2 notes.)
Latino Parents and Students Foster Literacy through a Culturally Relevant Folk Medicine Event
Author: Huerta, Mary Esther Soto
Date: 2011-00-00
Type: Journal Articles
Subjects: Family Literacy,Young Children,Emergent Literacy,Foreign Countries,Folk Culture,Culturally Relevant Education,Medicine,Indigenous Knowledge,Childrens Literature,Parent Participation,Parent Background,Prior Learning,Mexican Americans,Immigrants,Workshops,Program Descriptions,Cultural Background,Parent Child Relationship,Spanish

This study was inspired by the literary elements of &quot;cuentos tipicos&quot; (culturally-relevant stories). The book &quot;Prietita y la llorona&quot; (&quot;Prietita and the Ghost Woman&quot;) written by Anzaldua (1995) is a good example of a &quot;cuento&quot; that provides information about medicinal herbs and also includes &quot;consejos&quot; (advice). The plot stems from a well-known Mexican story that is traditionally told orally and passed on through generations. Reading this book validates the parents' background knowledge of medicinal herbs and provides a forum for their animated discussion, enthusiastic contributions, and elaboration of shared information. This context thus inspired a community of learners, which in turn facilitated the parents' participation and performance of the protocol-based literacy tasks the authors assigned them. The Family Institute for Early Literacy (FIELD) is housed on two university campuses in Texas. FIELD seeks to examine how multiple literacies from home and school interconnect to increase support for the literacy development of young children. In this study, Mexican-American and Mexican immigrant parents were invited to attend a weeklong workshop with their three-to-four-year-old child. FIELD primarily seeks to hear what parents' perceptions are about the type of learning that the school requires for their young child as well as to identify specific family cultural practices that could support academic learning. The results of this study indicated that parents of Mexican heritage performed and shared a range of literate behaviors in relevant and authentic ways with their young children. While the findings are limited to this specific sample of parents and young children, the results highlight the distributive effects of using culturally-relevant literature to validate parents' background knowledge. (Contains 1 figure and 2 notes.)
Promoting Mathematical Competence and Confidence in Latina Preservice Teachers: Examining Home and School Experiences
Author: Gautreau, Cynthia
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Mathematics Education,Elementary Education,Self Efficacy,Mathematics Teachers,Mathematics Skills,Educational Experience,Program Descriptions,Family School Relationship,Hispanic Americans

This article presents the activities and results of an American Association of University Women (AAUW) Campus Action Project designed to promote Latinas' mathematical confidence and competence in teaching elementary mathematics. The project explored how school and family experiences contribute to Latinas' sense of self efficacy as teachers of mathematics in elementary schools. Through analysis of their personal histories as they intersect with mathematics, and the patterns found among those histories, Latinas pursuing careers in education explored issues of confidence as they relate to both teaching and learning mathematics. The goal of the project was to ensure confidence and self efficacy among Latinas in order to enable them to encourage powerful mathematics learning and confidence in their own students. Participants' experiences suggest improvements and inclusion for K-12 and teacher education as well as ways to promote and connect learning to at-home experiences. This Campus Action Project underscores an important agenda for mathematics teaching and learning--specifically that home and school connections must be made.
A Look at &quot;Lookism&quot;: A Critical Analysis of Teachers' Expectations Based on Students Appearance
Author: DeCastro-Ambrosetti, Debra
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Role,Student Evaluation,Adolescents,Preservice Teacher Education,Secondary School Teachers,Individual Characteristics,Physical Characteristics,Teacher Student Relationship,Teacher Attitudes,Criticism,Racial Differences,Academic Achievement,Social Isolation,Athletes,Dropouts,Early Parenthood,Power Structure,Behavior Problems,Discipline Problems,Stereotypes,Expectation,Labeling (of Persons),Social Bias,Student Attitudes

Educators in the United States have been socialized to believe that their mission in teaching is to play nice and treat all of their students the same, regardless of race, ethnicity, class, or gender. What is often missing in this teaching-all-equally approach is a counter-narrative that questions whether teachers can in fact successfully act as the gate keepers of equal educational opportunities. Historically the teachers' role has been to evaluate their students from the earliest years of schooling, beginning with screening for kindergarten. In performing these responsibilities, do teachers approach their students with ingrained beliefs which influence their perception of students? To illuminate these possibilities the authors aim to examine a specific form of prejudice known as &quot;lookism&quot;, which Ayto (1999) defines as &quot;prejudice or discrimination on the grounds of appearance&quot;. How do such prejudices impact whether students will be treated equally? The participants for the study were 226 secondary education teacher candidates enrolled in professional education classes in a suburban university in Southern California. An attitudinal survey was used to solicit teacher candidates' perceptions about adolescents based on the adolescents' physical characteristics. The survey consisted of a series of eight photos of adolescents from four major racial groups (Black, White, Asian, and Hispanic) and 10 statements formulated to elicit deep-seated perceptions. The participants' responses were categorized into five major themes: (1) academic success; (2) athletic success; (3) perceived as outsiders; (4) academic adversity; and (5) challenging classroom authority. In this report the authors' findings focus on the two photographs that had the highest frequency of responses. The participants' responses to the photos reflected perceptions of adolescents that were clearly related to race and gender and, as such, revealed their own personal stereotypes and prejudices. The findings demonstrated that the teacher candidates carried preconceived notions about the adolescents they were shown in the photos and that these notions were stratified clearly along gender and racial lines.
Perspectives of Immigrant Muslim Parents: Advocating for Religious Diversity in Canadian Schools
Author: Guo, Yan
Date: 2011-00-00
Type: Journal Articles
Subjects: Public Schools,Muslims,Religion,Population Growth,Foreign Countries,Immigrants,Census Figures,Minority Groups,Violence,National Security,Peace,Interviews,Parent Attitudes,Islam,Student Diversity,Disadvantaged

Immigration is now the primary source of population growth in Canada. For the year 2006, the Canadian Census reported that almost 20 percent of the population was born outside of Canada (Statistics Canada, 2007). Between the years 1991 and 2001 specifically, the number of non-Christians, such as Muslims, Buddhists, Sikhs, and Hindus, had more than doubled in Canada (Statistics Canada, 2003). It is estimated that by the year 2017 more than 10 percent of Canadians will be non-Christians. These demographic changes have profound implications for Canadian public school systems. While Canada promotes many ways of recognizing diversity, it seems to demonstrate however an aversion to utilizing the word &quot;religion.&quot; The Eurocentric nature of public schools in general means that religious minority parents need to constantly negotiate parameters for their children's involvement in school curricula and activities. This negotiation is particularly challenging for Muslim immigrant parents. Islam is often portrayed as an inherently violent religion and Muslims are seen as threatening the peace and security of Western nations. Yet little attention has been paid to how minority parents negotiate their religious practices within public schools. Given these concerns, data were collected through in-depth interviews with immigrant parents who had recently arrived in Calgary, Alberta, Canada, from India, Pakistan, Bangladesh, Algeria, Somalia, and Suriname. This study examines how these Muslim immigrant parents struggle within the public schools to negotiate the continuity of their Islamic practices and how they counteract their own marginality as immigrants, a marginality often connected with other sites of oppression such as race and gender. (Contains 3 notes.)
Portuguese as a Minority Language: Attitudes of Undergraduate Students Studying Portuguese Literature
Author: Reis, Sonia Maria Nunes
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Curriculum Design,Language Variation,Student Attitudes,Spanish,Portuguese,Language Minorities,Literature,Language Attitudes,Foreign Countries,Enrollment,Second Language Learning,English,Native Speakers,Standard Spoken Usage

The differences between European Portuguese (EP) and Brazilian Portuguese (BP) raise some interesting issues that are well worth considering through undergraduate university students' perceptions and attitudes. Instructors of undergraduate courses in Portuguese literature suggest that in terms of curriculum design, curriculum delivery, and attitudes of students these differences can be quite extreme, especially when one compares EP and BP with the Spanish language. Students enrolled in undergraduate Portuguese courses are often taking or have taken Spanish language courses, making possible a comparison between both programs and languages. The purpose of this study is to understand the existing discrepancies in the Portuguese language and the resulting attitudes of students when faced with these differences. Using data collected with L1 English/L2 Portuguese students at a Canadian university, this article shows how a strong preference for one variety of the Portuguese language exists when studying the arts but how a different preference emerges when analyzing which language variety is considered more standard by the L2 Portuguese learners. (Contains 2 figures.)
International Vocational Education and Training--The Migration and Learning Mix
Author: Tran, Ly Thi
Date: 2011-04-00
Type: Journal Articles
Subjects: Migration,Vocational Education,International Education,Student Educational Objectives,Educational Needs,Attribution Theory,Influences,Learning Experience,Foreign Students,Motivation,Cultural Capital,Qualitative Research,Foreign Countries,Interviews,Student Attitudes

International VET students have divergent, shifting and in some cases multiple purposes for undertaking their VET courses. Students' motives may be instrumental and/or intrinsic and can include obtaining permanent residency, accumulating skills that can secure good employment, gaining a foothold that leads to higher education, and/or personal transformation. Moreover, students' study purposes and imagining of acquired values are neither fixed nor unitary. They can be shaped and reshaped by their families and personal aspirations and by the social world and the learning environment with which they interact. We argue that, whatever a student's study purpose, s/he needs to engage in a learning practice and should be provided with a high quality education. Indeed, we insist this remains the case even if students enrol only in order to gain the qualifications needed to migrate. The paper details the association between migration and learning, and argues that the four variations emerging from the empirical data of this study that centre on migration and skills&quot; accumulation better explain this association than does the &quot;international VET students simply want to migrate&quot; perspective. We conclude with a discussion of why the stereotype that holds VET international students are mere &quot;PR hunters&quot; is unjust and constitutes a threat to the international VET sector.
Occupational Mobility in Queensland's Aged Care, Automotive and Civil Construction Sectors
Author: Haukka, Sandra
Date: 2011-04-00
Type: Journal Articles
Subjects: Nurses,Graduates,Older Adults,Education Work Relationship,Foreign Countries,Occupational Mobility,Vocational Education,Auto Mechanics,Construction Industry,Labor Force

Current trends in workforce development indicate the movement of workers within and across occupations to be the norm. In 2009, only one in three vocational education and training (VET) graduates in Australia ended up working in an occupation for which they were trained. This implies that VET enhances the employability of its graduates by equipping them with the knowledge and competencies to work in different occupations and sectors. This paper presents findings from a government-funded study that examined the occupational mobility of selected associate professional and trades occupations within the Aged Care, Automotive and Civil Construction sectors in Queensland. The study surveyed enrolled nurses and related workers, motor mechanics and civil construction workers to analyse their patterns of occupational mobility, future work intentions, reasons for taking and leaving work, and the factors influencing them to leave or remain in their occupations. This paper also discusses the implications of findings for the training of workers in these sectors and more generally. (Contains 5 tables and 3 figures.)
The Role of Cultural Context in Continuing Vocational Training: A Study on Auto Repairmen in Turkey
Author: Akbas, Oktay
Date: 2011-04-00
Type: Journal Articles
Subjects: Speech Communication,Printed Materials,Adult Vocational Education,Foreign Countries,Cultural Context,Vocational Education,Cultural Influences,Continuing Education,Auto Mechanics,Interviews,On the Job Training,Peer Influence,Computer Uses in Education,Internet,Job Training,Oral Language

This study analysed how auto repairmen working in micro-enterprises undertake continuing vocational training in relation to cultural context. The study was conducted in Kirikkale, a city in central Anatolia in Turkey. To this end, the descriptive research technique of structured interview was used. Interviews with 33 auto repairmen were recorded and analysed. The results revealed the means used by auto repairmen to receive vocational training. It was found that the auto repairmen who participated in this study mostly consulted their co-workers as a means of vocational training. In addition, almost all of the craftsmen and foremen seemed to receive help from their co-workers when they encountered a problem which they could not solve on their own. The second most common means included computers and the Internet. On the other hand, face-to-face education and printed materials were the least commonly used means for vocational training. These findings show that, although they are literate, auto repairmen, who mostly do not take full advantage of formal education and grow up in traditional cultural environments, prefer to use oral communication instead of printed materials as their information sources. These results should be taken into consideration while developing vocational training programs for auto repairmen and other similar groups that are not born into a written culture. (Contains 1 table.)
Visy Cares Hub and Victoria University: Making the Door of a University Open to the Community
Author: Broadbent, Robyn
Date: 2011-04-00
Type: Journal Articles
Subjects: Education Work Relationship,Foreign Countries,Vocational Education,Disadvantaged Youth,Continuation Students,Reentry Students,Outreach Programs,Community Education,Educational Policy,Transitional Programs,Continuing Education Centers,Vocational Rehabilitation,College Programs,Access to Education

In 1999, a group of men embarked on a remarkable project that resulted in building a two million dollar youth centre in one of Melbourne's most disadvantaged communities. From the outset, Victoria University (VU) was a keen partner in the project. This project had key synergies with the current experiences of the University--a dual sector higher education and vocational education institution in Melbourne's western suburbs. There were also alliances with emerging government policy, in particular policy focused on responding to the rapid social and economic transformations that were occurring where increasingly the social and employment divide was apparent in the western region of Melbourne. Education, and in particular vocational education, it was hoped was to be part of the solution. And on that basis Government policy was focused on ensuring that young people stayed in the education and training system. Young people, as a result of policy changes in 2000, were encouraged or forced to re-enter education to continue to secure any government income support. For Victoria University this meant that an increasing number of young people with complex issues came to their door. It is a situation that is again being faced by the education system in Australia with the most recent announcement by the Federal Government on the jobs and training compact (Council of Australian Governments 2009). This paper outlines a dual track journey, one of a project destined to be built and another of a University that embarked on research, reflection and action to create a very different learning environment for some of the most disadvantaged young people in Australia. In the end, the University located one of its entrances at a multi-purpose youth centre in Sunshine, with the aim of re-orientating its welcome mat to young people and engaging them in returning to study and fulfilling their own aspirations to succeed. (Contains 1 table.)
&quot;I Feel like I'm Being Hit from All Directions&quot;: Enduring the Bombardment as a Mature-Age Learner Returning to Formal Learning
Author: Willans, Julie
Date: 2011-04-00
Type: Journal Articles
Subjects: Learning Theories,Maturity (Individuals),Transformative Learning,Adult Students,Nontraditional Students,Relevance (Education),Resilience (Psychology),Student Empowerment,Coping,Foreign Countries,College Preparation,At Risk Students,Access to Education,Curriculum Design,Language Skills,Mathematics Skills,Computer Literacy,Cognitive Ability,Emotional Response

The mature-age learner's re-engagement with a formal learning environment may be somewhat akin to the novice Paintball player who, unless well positioned and attuned to the rules of the combative game, is bombarded and worn down by constant &quot;hits&quot;. For the mature-age learner, such &quot;hits&quot; may come in the form of tensions surrounding institutional protocols, social interactions with other peers and personal challenges related to other life-role responsibilities. Transformative learning theory (Cranton 2006, Mezirow 2000) accounts for the often erratic and contradictory trajectories of personal change that some mature-age learners make manifest. Data from a 13-week research project with a group of mature-age learners indicate that these trajectories need to be taken into consideration by educators. A proposition is made that, through the assurance of appropriate, meaningful curricula and the promotion of learning communities (Gabelnick, MacGregor, Matthews &amp; Smith 1990) that build resiliency (Knight 2007, Goleman 2002, Resiliency Initiatives 2001), educators can empower mature-age learners to cope with the challenges that will inevitably confront them.