ethanporcaro/eric-fulltext-meta huggingface dataset:
Carpentry Is Intellectual Work
Author: Sherman, Robert R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Woodworking,Intellectual Experience,Physical Activities,Educational Philosophy,Emotional Experience

This article argues that carpentry is as much an intellectual as a physical activity. Terms are defined, the problem is outlined, examples are given, and some general conclusions are drawn for education. Some sketches are provided for graphic illustration of the examples. The interpretation in effect is pragmatic and cites Dewey on occasion to illuminate its views.
Re-Conceptualizing Early Childhood Teacher Education: Enacting a Paradigm Shift to Bring Developmentally Appropriate Practice to Higher Education
Author: Cunningham, Denise D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Developmentally Appropriate Practices,Teacher Education Programs,Methods Courses,Constructivism (Learning),Preservice Teacher Education,Preservice Teachers,Qualitative Research,Ethnography,Observation

In this article, Denise D. Cunningham presents a project that emerged from informal discussions with early childhood pre-service teachers during their content area methods courses at a large, Midwestern four-year university. Students stated that they needed personal experience with materials and practices that they will be expected to use in classrooms during field experiences, student teaching, and in their future classroom. This study involved addressing candidate concerns and the implementation of a more developmentally appropriate, constructivist approach by the instructor of the methods courses. Three main objectives were established for the teacher candidates: (1) Students will examine and analyze materials used to implement developmentally appropriate curriculum, (2) Students will develop lessons/activities that will incorporate a variety of materials introduced in the early childhood methods courses, and (3) Students will implement a developmentally appropriate lesson/activity during their field experience. Quantitative data were analyzed from pre-and post-intervention surveys that also contributed to the holistic picture an ethnographic study attempts to portray. The goal for this project was to involve pre-service teachers in the process of active experimentation so they might begin to see the endless possibilities of developmentally appropriate curriculum. Cunningham concludes that when pre-service teachers have personally experienced an engaging, participatory preparation program, they begin to know their own abilities and value them. They are then more likely to be motivated to find interesting ways to provide an atmosphere in their classrooms where children will discover their own potential through developmentally appropriate curriculum. The more developmentally prepared teachers are, the higher the probability that each child will learn and grow successfully.
Philosophy with Guts
Author: Sherman, Robert R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Western Civilization,Philosophy,Authors,Poets,Cognitive Processes,Affective Behavior,Emotional Response,Student Reaction,Poetry

Western philosophy, from Plato on, has had the tendency to separate feeling and thought, affect and cognition. This article argues that a strong philosophy (metaphorically, with &quot;guts&quot;) utilizes both in its work. In fact, a &quot;complete act of thought&quot; also will include action. Feeling motivates thought, which formulates ideas, that action tests in practice. This idea of philosophy draws on insights from John Dewey and several poets and other writers. Some implications are drawn for education.
Predicting Postsecondary Attendance through Cultural Norming: A Test of Community Expectancy
Author: Derden, M. Wade
Date: 2014-00-00
Type: Journal Articles
Subjects: College Attendance,Postsecondary Education,Cultural Influences,Social Influences,Social Attitudes,Expectation,Social Capital,Human Capital,Decision Making,Case Studies,Community Influence,Predictor Variables,Archives,Records (Forms),Regression (Statistics),Clubs,Secondary School Students,Population Trends,Bachelors Degrees,Unemployment,Income,Factor Analysis,Socioeconomic Status,Literacy,Family Size,Racial Differences,Minority Groups,Crime,Art,Employment Level,Access to Education

Efforts to enhance college going rates have employed a number of strategies, such as improving recruitment efforts and enhancing financial aid packages. Little effort, however, has been directed at looking at the social and human capital that might impact a residential community, and the subsequent influence this community might have on a student's decision to attend college. Utilizing 18 community level variables in one case study US state, the study tested community expectancy as a predictor of college attendance. Study findings moderately supported community expectancy, and provided a strong research agenda for further exploration into how community's impact individual behavior.
A Question of Priorities: A Critical Investigation of the McKinney-Vento Act
Author: Cunningham, Keith Alan
Date: 2014-00-00
Type: Journal Articles
Subjects: Ethnography,Federal Legislation,School Districts,Educational Policy,Teacher Attitudes,Governance,Caring,Homeless People,At Risk Persons,Access to Education,Equal Education,Politics of Education,Compliance (Legal),Principals,Semi Structured Interviews,High Schools,Participant Observation,Administrator Attitudes,Disproportionate Representation,Knowledge Level,Educational Resources

This critical policy ethnography analyzes the McKinney-Vento Act and how the policy is put into practice at a school district within Central Texas. Data comes from conversations with educators occupying key roles within the McKinney-Vento operational bureaucracy at the school district and the researcher's experience as an educator and volunteer at a homeless shelter. Analysis was informed by an ethic of care framework and a historiography was created to chronicle the policy's genealogy, intent, and guiding values. The findings are presented in a deliberate effort to put a human face to some of those the policy impacts. Major findings and recommendations include a need for increased awareness and compliance, monitoring of the policy, as well as an investment of additional resources to adequately respond to McKinney-Vento issues within the district.
Removing Barriers: The Struggle to Ensure Educational Rights for Students Experiencing Homelessness
Author: Nix-Hodes, Patricia
Date: 2014-00-00
Type: Journal Articles
Subjects: Homeless People,Equal Education,Civil Rights,Educational Legislation,State Legislation,Educational Policy,Federal Legislation,Access to Education,Educational History,Barriers,Advocacy,Court Litigation,Educational Change

While the intent of the federal and state homeless education laws is clear, securing the educational rights of students without housing has been a long legal and political struggle in Chicago and Illinois. Education for students experiencing homelessness is a continuation of the civil rights struggle for equality in education and educational access. As the Supreme Court noted 60 years ago in &quot;Brown v. Board of Education,&quot; &quot;In these days it is doubtful that nay child may be expected to succeed in life if he [or she] is denied the opportunity of an education.&quot; The struggle for educational access for students experiencing homelessness in Chicago began in the late 1980s. Advocates in Chicago and nationally worked for passage of the 1987 federal Stewart B. McKinney Act (&quot;the McKinney Act&quot; or &quot;the Act&quot;), the first comprehensive federal response to homelessness. Although that Act provided for the first time a basic framework of educational rights for students without housing, it was not sufficiently strong or specific to make a significant impact on the education of children. Later amendments and, most importantly, the 2001 reauthorization strengthened the law so that today it is a strong law with civil rights and antidiscrimination principles that offers strong and specific protections to homeless students in school. Illinois has its own state law, the Illinois Education for Homeless Children Act (or &quot;Charlie's Law) and a state policy that provides important educational rights. 2014 marks the 20th anniversary of Charlie's Law. Despite strong law and policy, legal advocacy was crucial to ensuring that students in Chicago benefited from the rights contained in the law. &quot;Salazar v. Edwards&quot; is a class action case filed on behalf of homeless parents and students in Chicago in 1992. Since that time it has been a tool to improve educational opportunities for Chicago's students. A long legal struggle has resulted in significantly improved compliance with the law but many challenges remain.
Literacy, Education, and Inequality: Assimilation and Resistance Narratives from Families Residing at a Homeless Shelter
Author: Jacobs, Mary M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Homeless People,Emergency Shelters,Family Literacy,Parent Attitudes,Educational Attitudes,Acculturation,Urban Areas,Educational Change,Equal Education,Semi Structured Interviews,Qualitative Research,Personal Narratives,Ethnography

In this article, I draw on data from my qualitative dissertation study of the literacy practices of five families who resided in a homeless shelter to complicate the relationship between literacy, education, and inequality. Homelessness is examined through the lens of sponsorship to understand the differential access the families have to powerful sponsors of literacy and how schools and the marketplace may dismiss existing literacies that families use in their everyday lives. Their assimilation narratives reveal that the parents believed strongly in the promise of education to change the life trajectory of their children. Parents engaged in literacy for social and cultural purposes as well as middle class literacy practices that are valued in schools. Despite these attempts to assimilate, the parents and the children in the study did not benefit in significant ways and continually struggled against and resisted deficit perspectives surrounding homelessness and the inner city neighborhoods from which they came. The wide gulf between the official portrait of homelessness, largely defined by statistics and influenced by deficit perspectives, and the counterportraits that illustrate the lived realities of the families suggests educational reform must address the larger context of inequality in the United States.
The Multi-Dimensional Lives of Children Who Are Homeless
Author: Grineski, Steve
Date: 2014-00-00
Type: Journal Articles
Subjects: Homeless People,Children,Poverty,Interviews,Surveys,Ethnography,Public Policy,Federal Legislation,Resilience (Psychology),Positive Attitudes,Case Studies

It is widely reported that children who are homeless are victimized by overwhelming challenges like poverty and ill-advised policy decisions, such as underfunding the McKinney-Vento Homeless Assistance Act. This act is the only federal legislation devoted to this marginalized group. Children who are homeless, however, should not be characterized as single-dimensional and hapless victims solely defined by this unwanted status. This kind of deficiency-thinking leads to presumptions, generalizations, and a narrow ascribing of not just their abilities, but their full humanity as well. Deficit-thinking may cause human service providers to try and &quot;fix and manage&quot; children who are homeless, instead of building on their interests, gifts, and talents. Viewing children who are homeless as multi-dimensional and unfinished, with &quot;hopes, dreams, and aspirations...passions and commitments... [and] skills, abilities, and capacities...&quot; should be the reality for the more than one million children who are homeless. This manuscript provides a richer understanding for the multi-dimensional lives of children who are homeless. Interviews conducted with key stakeholders and surveys completed by children staying at an emergency homeless shelter located in a Midwestern mid-size city inform preliminary ethnographic findings presented here. Generated from a two-year community- and shelter-based activity program these findings push back against a narrowing social construction of children who are homeless, as do several studies investigating this idea. A more holistic narrative that illustrates multidimensional children who act on varied interests, gifts, and talents are suggested.
Teaching in the Institutional Cage: Metaphor and Collateral Oppression
Author: Noël Smith, Becky L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Figurative Language,Social Influences,Social Bias,Teaching (Occupation),Barriers,Interpersonal Relationship,Educational Practices,Teaching Conditions,Educational Policy,Moral Values,Social Structure,Gender Bias,Social Class,Racial Bias,Power Structure

This analysis is a philosophical exploration of Marilyn Frye&apos;s metaphor of the cage and Patricia Hill Collins&apos; theory of intersecting oppressions. It argues that social structures and forms of oppressive knowledge make up the individual wires on each person&apos;s cage and that these work to confine individuals, particularly those in the schooling institution. The cage, however, remains in a state of flux as individuals transition into voluntary social groups (like the teaching profession). Thus, voluntary transitions into the profession can create scenarios where people experience either the intensification of existing barriers or the collateral acquisition of new oppressive wires.
&quot;Sleep out on the Quad&quot;: An Opportunity for Experiential Education and Servant Based Leadership
Author: Johnson, Kristen A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Justice,Citizenship Education,Homeless People,Social Problems,Consciousness Raising,Experiential Learning,Social Responsibility,College Students,Poverty,Leadership Qualities,Vignettes,Personal Narratives

One of the purposes of higher education is to promote citizenship and social justice. This article explores the way Aurora University is helping students to discover what matters through the impact of &quot;Sleep Out on the Quad,&quot; which is an event that uses multiple pedagogies to impact student learning of homelessness. It serves as a call to action for one of our nation's most important issues. A bibliography is included.
The Role of the Knowledgeable Other in Lesson Study: Examining the Final Comments of Experienced Lesson Study Practitioners
Author: Takahashi, Akihiko
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Improvement,Teacher Collaboration,Expertise,Elementary Schools,Mathematics Education,Feedback (Response),Role,Interviews,Questionnaires

Lesson study, originating in Japan, has been implemented in many different countries as an approach to improve teaching and learning. But some mechanisms of lesson study are not fully understood. In particular, researchers and educators trying to implement lesson study in their own schools often ask about the role of knowledgeable others who provide final comments at the end of a post-lesson discussion. A study was conducted in Japan to learn about the nature of such final comments and how knowledgeable others prepare for them. The author examined the actual final comments of three highly respected knowledgeable others, and conducted interviews with them, to reveal the structure of effective final comments, the considerations that go into planning and making the final comments, and the skills and expertise that the role of knowledgeable other requires.
The Bureaucratising of Lesson Study: A Javanese Case
Author: Kusanagi, Kanako N.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Improvement,Teacher Collaboration,Cross Cultural Studies,Comparative Analysis,Mathematics Teachers,Collegiality,Teacher Responsibility,Teaching Methods,Differences,Social Influences,Cultural Influences,Faculty Development,Secondary School Teachers,Junior High Schools,Student Participation,Classroom Techniques,Inservice Teacher Education

Lesson study developed organically in Japan over a period of 140 years, whereas in Indonesia, lesson study was introduced as a top-down initiative. This research explores beyond general cultural differences by illustrating how the daily concerns of teachers and their social interactions differ in Japan and in the case of an Indonesian school, the situation in the latter influencing how the Indonesian teachers engage in lesson study. This paper demonstrates through this comparison of contexts in two countries, how the approaches to teaching and professional development are influenced by sociocultural factors that are embedded in the teachers' lives, which are often beyond the scope of professional development programs. The differences in responsibilities of teachers, the nature of collegiality, and the pedagogic strategies of mathematics teachers are discussed in order to illustrate the engagement and challenges of lesson study in an Indonesian school.
An Occupation&apos;s Responsibility: The Role of Social Foundations in the Cultivation of Professionalism
Author: Gunzenhauser, Michael G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foundations of Education,Teaching (Occupation),Professional Associations,Scholarship,Academic Standards,Teacher Education,Democracy,Ethics,Accountability,Educational Philosophy,Power Structure,Public Education,Professional Autonomy

In this essay, the author argues that inquiry and engagement in the social foundations of education is fundamental to cultivating professionalism in education. As many commentators on the subject have noted, teaching does not meet many of the criteria of a profession derived from the sociological study of fields of work. As Joseph Newman observes, typically, teaching is offered the category of &quot;occupation,&quot; or it can be considered to be a semi-profession or an emerging profession. William Segall and Anna Wilson point to the activities of professional associations, the work of education scholars, and rising standards for teacher preparation as evidence of promise for the future professionalization of teaching. In contrast, Kenneth Strike argues that the drive for professionalism is counter-productive to the democratic aims of education, and others argue for recasting the debate about professionalism in terms more consistent with the moral aims of education. Gunzenhauser&apos;s approach in this essay is to make the aims and characteristics of professionalism an object of inquiry in educational practice. He writes here that engaging in the social foundations leads to an understanding that the very idea of professionalism in education is constituted by ethical practices of teaching. Guzenhauser wishes to argue that the social foundations are crucial to help define and defend what professionalism may look like in education, making use of the uniqueness of education as an institution and the unique qualities of teaching as a profession. A bibliography is included.
Not Too Big to Fail: How Teacher Education Killed the Foundations
Author: Gabbard, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education,Foundations of Education,Role of Education,Compulsory Education,Critical Thinking,Teaching Methods,Teacher Characteristics,Teacher Student Relationship

Nearly forty years ago, Jonathan Kozol wrote on the perennial question posed by children: &quot;Why do I have to go to school?&quot; Rightfully, in David Gabbard and Lori Flint&apos;s view, he admonishes those who would &quot;act as though it were a foolish question.&quot; The authors of this article take issue, however, with his characterization of the canned response: &quot;It is for your own good.&quot; Kozol treats this as an act of dishonesty. If they were honest, he says, they would tell children that &quot;they go to school for something that is called &apos;their nation&apos;s good.&apos;&quot; This presumes, of course, that adults know any more than children do about the origins of compulsory schooling, its history, and the ideas that have shaped its practices and defined its purposes, let alone how those practices and purposes are linked to Kozol&apos;s treatment of &quot;something that is called &apos;their nation&apos;s good.&apos;&quot; In fact, however, most people know nothing about the Foundations of schooling, and that includes a growing percentage of the people who work in schools and teacher education programs. Over the course of the past twenty years, those college and university programs responsible for certification and licensure of school professionals have trended toward dropping coursework in educational Foundations from their required curricula. Gabbard and Flint&apos;s analysis leads them to conclude that contemporary conditions will soon drive Educational Foundations into academic extinction. Gabbard and Flint write that while they, as scholars working in that field, take no gratification from their conclusions, they find themselves incapable of expressing any shock or surprise over anything other than the fact that it&apos;s taken the teacher education establishment so long to throw Foundations under the proverbial bus. A bibliography is included.
Moving Out of the Cellar: A New (?) Existentialism for a Future without Teachers
Author: Kline, Kip
Date: 2013-00-00
Type: Journal Articles
Subjects: Accountability,Faculty Mobility,Foundations of Education,Teaching Experience,Anxiety,Teacher Morale,Philosophy,Professional Identity,Educational Philosophy,Self Concept,Futures (of Society)

In this article authors Kip Kline and Kathleen Abowitz write that the &quot;new breed of accountability-driven schools is more interested in reaching some number at the end of the school year&quot; than in actually constructing places where teachers can create meaningful learning experiences for students. In this article they argue that educational systems increasingly reward the most machine-like teachers; those who focus fully on achieving the highest test scores and the most efficient use of instructional time toward that end. Curricula are increasingly evaluated and adopted based on their technical relevance alone, and the delivery of this technical curriculum itself has become highly routinized and technicized through a process that twenty-five years ago critical scholars called the &quot;deskilling of teachers&quot; and which appears to only have intensified. Kline and Abowitz point out that this dehumanization has particular forms and effects, including anxiety and angst. As one measure of the affect this has on teachers, teacher attrition rates have risen 50% in the United State in the last fifteen years. A 2009 survey of teachers revealed 40% to be &quot;disheartened&quot; by contemporary classroom working conditions. These statistics indicate a growing sense of angst among the U.S. teaching corps. Kline and Abowitz argue that that the dehumanization of teaching and the corresponding fears accompanying this are all around, compelling an existentialist response from educational foundationalists and specifically, philosophers of education. Their arguments explicitly stand upon the work of others, particularly the noted philosopher of education Maxine Greene. They use Greene&apos;s considerable existential insights to assert their argument for the continuing relevance of existentialism to education in response to the considerable anxiety that plagues the spirit of the contemporary teacher. A bibliography is included.