ethanporcaro/eric-fulltext-meta huggingface dataset:
Students and Mobile Devices
Author: Traxler, John
Date: 2010-07-00
Type: Journal Articles
Subjects: Educational Technology,Time Factors (Learning),Handheld Devices,Conflict,Ownership,Student Responsibility,Technology Uses in Education,Student Behavior,Ethics

Many educators advocate, promote and encourage the dreams of agency, control, ownership and choice amongst students whilst educational institutions take the responsibility for provision, equity, access, participation and standards. The institutions traditionally procure, provide and control the technology for learning but now students are acquiring their own personal technologies for learning and institutions are challenged to keep pace. These allow students to produce, store, transmit and consume information, images and ideas; this potentially realises the educators' dream but for institutions is potentially a nightmare, one of loss of control and loss of the quality, consistency, uniformity and stability that delivered the dreams of equity, access and participation. This paper traces the conflicting dreams and responsibilities. (Contains 1 note.)
Entrepreneurial Attitudes and Behaviors that Can Help Prepare Successful Change-Agents in Education
Author: Borasi, Raffaella
Date: 2010-00-00
Type: Journal Articles
Subjects: Change Agents,Attitudes,Behavior,Entrepreneurship,Case Studies,Principals,Superintendents,Elementary School Teachers,Deans,Administrators,Profiles

This article explores how the preparation of educators committed to improving education can capitalize on entrepreneurship when broadly defined as "transforming ideas into enterprises that generate economic, intellectual and/or social value." The article reports on the case-studies of six educators who have been successful change-agents in a variety of fields and positions using entrepreneurial concepts as a lens. A cross-case analysis of these individual case-studies enabled us to identify specific attitudes and behaviors considered typical of entrepreneurs that contributed to these educators' success. The article reports on key findings from the cross-case analysis as well as some implications for the preparation of educators, suggesting the value of exposing new educators, as well as educators already in the field, to the entrepreneurial practices thus identified in order to prepare them to become more effective agents of change. (Contains 1 figure.)
Student Perspectives on Transfer and Articulation: Implications for Teacher Education Pedagogy and Practice
Author: Kates, Laura R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Education Majors,Community Colleges,Articulation (Education),Educational Practices,Performance Factors,Transfer Policy,College Transfer Students,Two Year College Students,Interviews,Preservice Teacher Education,Classroom Environment,Student Experience

This study introduces students' perspectives into the knowledge base on community college teacher education and transfer to the four-year college. There is currently widespread agreement that community colleges are an essential resource for diversifying the teaching force and improving teacher retention. While data on enrollment, alignment, and credentialing abound; however, students' own accounts of the factors that enhance or obstruct their training and transfer are absent from the literature. This research presents the findings of an interview study conducted with 20 urban community college education majors who transferred to a four-year college within their public university system. As they emphasize what actually takes place inside the college classroom, these accounts are particularly pertinent to the work of teacher educators.
Book Clubs as Professional Development Opportunities for Preservice Teacher Candidates and Practicing Teachers: An Exploratory Study
Author: Burbank, Mary D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Clubs,Professional Development,Teacher Collaboration,Cooperative Learning,Reading Materials,Faculty Development,Group Dynamics,Inservice Teacher Education,Comparative Analysis,Reader Response,Reading Teachers

The issue of professional development is receiving increased attention, as educators and policy makers are realizing the centrality of teachers to school reform and improvement. This paper describes research on book clubs as a mechanism for professional development and discusses how different study group configurations (i.e., preservice teacher candidates and practicing teachers) utilized book club activities as a central component of their professional development activities. While participation in professional book clubs provides opportunities to examine educational issues, the process is complex and should be examined carefully.
Inside and outside: Teacher-Researcher Collaboration
Author: Herrenkohl, Leslie Rupert
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Researchers,Cooperation,Teamwork,Teacher Collaboration,Educational Research,Research and Development,Theory Practice Relationship,Teaching Methods,Science Instruction,Elementary School Science

In this paper, we discuss our approach to teacher-researcher collaboration and how it is similar and different from other models of teacher collaboration. Our approach to collaboration employed design experimentation (Brown, 1992; Design Based Research Collective, 2003) as a central method since it yields important findings for teachers' pedagogical practices and contributes to the research literature on teaching and learning. We use three key moments in our collaborative practice to highlight how our work impacted student thinking and learning and involved our own shifting identities as teachers and researchers. Key themes that were central to our joint work are discussed to demonstrate how we brought research and practice into regular dialogue. We argue that although this model is not necessarily supported by current institutional organization, it holds promise for ongoing professional development for teachers and researchers that can support building a culture of research-based practices in schools.
Seeing Past the Fences: Finding Funds of Knowledge for Ethical Teaching
Author: Sugarman, Sarah
Date: 2010-00-00
Type: Journal Articles
Subjects: Urban Schools,Limited English Speaking,Home Visits,Ethics,Elementary School Students,Knowledge Level,Prior Learning,Neighborhoods,Social Influences,Parent Teacher Cooperation,Bilingualism,Parent Role,Spanish Speaking,At Risk Students

The urban school context is rife with descriptors that frame children's lives in deficit ways: "under-prepared," "below grade level," "limited English proficient." In this study, I reframe my perception of the life of one child in my second-grade class to better understand the funds of knowledge he brings to school each day. The data include neighborhood and home visits and interviews and conversations with the student and his parents. Collaborative analysis of these data led me to view this student in the context of his strengths, including his technological skills, his emerging biliteracy, and his parents' investment in education. (Contains 1 footnote.)
Confronting Gender Issues in a Novice Teacher's Classroom: Student and Parent/Teacher Educator Perspectives
Author: Sandholtz, Judith Haymore
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Student Attitudes,Gender Issues,Gender Differences,Childrens Literature,Stereotypes,Reader Response,Reading Material Selection,Academically Gifted,Teaching Methods

This paper stems from a classroom discussion in which one author, a sixth-grade student in that classroom, contended that boys only read books about boys and proposed that the teacher change the situation by assigning books with both male and female main characters. The boys who responded emphatically denied the girl's claim, and the teacher later ended the discussion with a caution against stereotypes. In this paper, the authors describe their reactions to the incident and their decision to explore the students' claims by conducting a study based on the students' year-end reading records. Incorporating first-person reflections, they present the findings of their study, suggest alternate approaches for the teacher, and discuss implications for teacher education programs.
Perspectives of High-Achieving Women on Teaching
Author: Snodgrass, Helen
Date: 2010-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Females,High Achievement,Attitude Measures,Career Choice,Surveys,Interviews,Undergraduate Students,Majors (Students),Salaries,Social Status,Teaching Conditions,Student Attitudes,Influences,Women Faculty

High-achieving women are significantly less likely to enter the teaching profession than they were just 40 years ago. Why? While the social and economic reasons for this decline have been well documented in the literature, what is lacking is a discussion with high-achieving women, as they make their first career decisions, about their perceptions of teaching and what makes it more or less desirable than other professions. This study explored what they are looking for in a career, their views on teaching, and the sources that have influenced those beliefs with the goal of identifying approaches to reversing the current trend. (Contains 1 table and 1 figure.)
The Underutilized Potential of the Hybrid Educator in Teacher Education
Author: Jennings, Gregory
Date: 2010-00-00
Type: Journal Articles
Subjects: Public Schools,Public School Teachers,Adjunct Faculty,Teacher Education,Higher Education,Partnerships in Education,College Faculty,Graduate Students,College School Cooperation,Schools of Education,Urban Schools,Mentors

The hybrid educator is an essential contributor to the development of new public school teachers. A hybrid educator is a college adjunct professor employed full time by a public school system. The role of the hybrid educator involves the navigation of two separate systems in developing new teachers: the university and the public school. This requires working knowledge of the bureaucracies of dual systems in order to successfully interact in both. The hybrid educator is in the unique position of belonging to both institutions. The characteristics of hybrid educators will be identified, examples of their boundary crossings presented, and recommendations to effectively utilize their talents will be offered.
Talent Development in STEM Disciplines: Sparking Innovators
Author: Roberts, Julia Link
Date: 2010-00-00
Type: Journal Articles
Subjects: Creativity,Innovation,Talent Development,Specialization,Technology Education,Engineering Education,Mathematics Education,Science Education,Educational Opportunities,Change Strategies,Career Academies,School Role

What role can specialized schools with focus on mathematics, science, and technology have in sparking innovation? Such specialized schools can be and in some cases currently are leaders in promoting high-level content knowledge, creative and critical thinking, and problem solving--the basic ingredients of innovation. In this article, the author discusses why and how schools can impact the next generation of innovators. She discusses various ways in which specialized schools might plan and implement opportunities to encourage creativity and innovation. She emphasizes that creativity can be fostered in schools or it can be stifled, unintentionally but stifled nonetheless. The author believes that creativity must be made a priority within the curriculum of classes at schools specializing in STEM disciplines if creative thinking is to be a hallmark of the graduates. (Contains 6 resources.)
Siemens Foundation and the STEM Challenge
Author: Harper-Taylor, Jeniffer
Date: 2010-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Science Education,Outreach Programs,Corporate Support,Private Financial Support,Innovation,Engineering Education,Mathematics Education,Technology Education,Educational Improvement,Improvement Programs

For more than 12 years, the Siemens Foundation has found unique ways to partner with organizations to support educational initiatives in science, technology, engineering and mathematics (STEM) in the United States. Its focus is clear--to educate the next generation of innovators by supporting math and science education from grade school to grad school and ultimately to boost US competitiveness. The Siemens Foundation has provided millions of dollars in funding throughout its history in support of STEM education. Its interest as the nonprofit arm of Siemens, the global engineering company, is to do its part to inspire the next generation of innovators--scientists who will change the world. Its ultimate goal is to establish a renewed culture of innovation within the U.S., combining resources from academia, government and the private sector--with Siemens Foundation leading the way. Some of its key educational outreach partners include: The College Board, Discovery Education, National Science Teacher Association and Thurgood Marshall College Fund. The author gives some examples of the organization's most recent programs involving multiple partnerships to achieve this goal.
Negotiating the Path: The NCSSSMST Pre-Conference Symposium--A Milestone on Our Journey
Author: Mason, Letita
Date: 2010-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Minority Group Children,Disproportionate Representation,Science Education,Intergroup Education,Ethnic Diversity,Research Committees,Outreach Programs

The 2010 NCSSSMST Pre-Conference Symposium in Nashville, "Diversity: Negotiating the Path," was the culmination of initiatives begun two years ago by the Diversity Committee of the NCSSSMST Board. Inspired by the ground-breaking campaigns of Hillary Clinton and Barack Obama, members recognized within each candidate a symbolic example of what they ultimately hope to achieve: a nation that is strengthened and globally competitive because they are closing the achievement gap that disproportionately impacts women and minority youth. The focus of the Symposium was on ensuring that Consortium members remain at the forefront of increasing diversity in STEM fields. This article, which is the third installment of "Negotiating the Path," presents a brief summary of the committee members' work in relation to their goal of increasing diversity in STEM fields.
The Sky Is Not the Limit: CVGS Students Reach for the Stars and So Can You!
Author: Beasley, Shannon
Date: 2010-00-00
Type: Journal Articles
Subjects: Graduate Students,Astronomy,Teacher Collaboration,Partnerships in Education,Teaching Experience,Educational Strategies,Student Experience,Space Exploration,Space Sciences

As the author began her teaching career at Central Virginia Governor's School for Science and Technology (CVGS), it became apparent that many of her students were interested in doing research projects in astronomy and the number seemed to increase every year. At first she did not think that she had the tools to do a good job accommodating these interests. But what seemed impossible then was not going to remain that way for long. All it would take was collaboration. In this article, the author shares how the combination with the Women in Math and Science (WIMS) group and a graduate student in the UVA Astronomy Department helped start their collaboration in her school. The author mentions that collaborating with an astronomy department is an excellent way to promote STEM based experiences to their students. It is quite evident that the CVGS students gained so much more than just research experience from their collaboration. One of the students noted that he had been interested in being an astronomer for a long time, but that it made him &quot;realize that there is a lot of data that still needs to be combed through.&quot; The author is thankful that their passion to explore astronomy was fueled and she knows that this experience will open more doors for them. (Contains 1 table.)
Assessing Differences in Students' Experiences in Traditional versus Scientific Teaching-Based Biology Course
Author: O'Leary, Sarah
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Achievement,Biology,Educational Change,Science Process Skills,Student Experience,Intermode Differences,Instructional Innovation,Science Course Improvement Projects,Teaching Methods,Active Learning,Classroom Techniques,Instructional Effectiveness,Pretests Posttests

The Illinois Mathematics and Science Academy (IMSA), located in Aurora Illinois, is a public, three-year residential high school for students who are academically talented in mathematics and/or science. The mission statement of IMSA is to &quot;ignite and nurture creative, ethical, scientific minds that advance the human condition.&quot; This corresponds with the recent reform movements in science education that emphasize the development of scientific habits of mind through student engagement in the process of science. One program that focuses on developing scientific habits of mind is Scientific Teaching (ST). Students learning science through ST parallel the practice of science. They are active in questioning, investigating, analyzing, and discovering. Regular feedback is another tenet of ST. To replicate the practice of science in a classroom, an ST course is designed to give students an active part in their learning. This article examines the specific differences that exist between students' experiences in previous science classes at their home schools and  Scientific Inquiries-Biology (SIB) course at IMSA in order to identify factors that make SIB unique and to identify areas for change so that they can help make transitions easier. (Contains 1 table.)
Technology Focus: Enhancing Learning of Limits of Functions with Dynamic Sketches
Author: Cory, Beth
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics,Calculus,Mathematics Education,Mathematics Instruction,Intervals,Technology Integration,Symbols (Mathematics),Numbers

After students have constructed a conceptual understanding of a mathematical idea, applying mathematical symbolism to represent and define the idea concisely becomes an easier task. In fact, Moore (1994) found that students "often needed to develop their concept images through examples, diagrams, graphs, and other means before they could understand formal verbal or symbolic definitions." A good example is the formal definition of the limit of function. Without a coherent pictorial model, students struggle to make sense of this definition, and it is no wonder when one considers its complexity. In this article, the authors present a tool they designed using "The Geometer's Sketchpad" which is a collection of interactive dynamic sketches which could be utilized to help students overcome hurdles involved in understanding the formal definition of the limit of function. (Contains 2 figures.)
Solar Hydrogen Fuel Cell Projects at Brooklyn Tech
Author: Fedotov, Alex
Date: 2010-00-00
Type: Journal Articles
Subjects: Fuels,Thermodynamics,Sampling,Chemistry,Energy,High Schools,Vocational Schools,Water,Kinetics

This article describes the projects on solar hydrogen powered vehicles using water as fuel conducted by teams at Brooklyn Technical High School. Their investigations into the pure and applied chemical thermodynamics of hydrogen fuel cells and bio-inspired devices have been consolidated in a new and emerging sub-discipline that they define as solar hydrogen electric bio-mimetic energetics. They have designed and are developing the following autonomous or remote-controlled/bio-inspired devices: (1) Remote Controlled Hovercraft; (2) Air Sampling Craft; (3) Tranquilizing Dart Projector; (4) Autonomous Buoyant Micro-power Plant; (5) Remote Controlled Electric Water Sampling Boat; and (6) Inflatable Electric Kite. A short description of each device is given.
Theoretical Bases for Service-Learning: Implications for Program Design and Effectiveness
Author: Permaul, Jane Szutu
Date: 2009-12-00
Type: Journal Articles
Subjects: Learning Theories,Curriculum Development,Program Design,Experiential Learning,Program Effectiveness,Foreign Countries,Educational Practices,Instructional Design,Educational Theories,Active Learning,Theory Practice Relationship,Cognitive Development,Literature Reviews

Background: Service-learning as pedagogy and a curricular consideration has been introduced to tertiary education of the Asia-Pacific Region. Theoretical framework and research in this area is still in its infancy. However, much can be learned from related theories and concepts, on which service-learning research can be conducted. Aims: This paper examines existing developmental, learning and cognitive theories, based on empirical research, in relationship to service-learning, with the objective of strengthening the effectiveness of service-learning program design and practices. Conclusion: An integrated service-learning conceptual model for development of the whole person and the enhancement of academic learning emerged from the examination of related theories. The service-learning conceptual model is the result from an integration of experiential learning theories, the understanding of brain functions, and impact studies of students who engaged in service-learning. (Contains 5 figures.)
Where We Are Now: A Review of Service-Learning among SLAN Colleges and Universities in Asia
Author: McCarthy, Florence E.
Date: 2009-12-00
Type: Journal Articles
Subjects: Multicultural Education,Foreign Countries,Student Exchange Programs,Intercollegiate Cooperation,Educational Development,College Programs,Institutional Characteristics,Institutional Research,College Outcomes Assessment,Program Effectiveness,Service Learning,School Community Programs

Background: Service-learning in the Service-Learning Asian Network (SLAN), is organized as part of the academic structure of member institutions, and includes both international and community (domestic) service-learning. SLAN began with the exchange of students between SLAN institutions and has progressed to multicultural service-learning exchange programs and collaborative research. Aim: The intent of this article is to illustrate the development of Asian service-learning by reviewing the progress that has been made in six SLAN service-learning programs, illustrating differences and shared characteristics. These include: consistency in programs, multicultural exchange, and collaborative research. Lessons learned and main outcomes of the research are presented. Argument: Among lessons learned are the importance of multicultural programs to promote greater acceptance and understanding of socio-cultural differences by students; the importance of student preparation before service, and community agency orientation to enhance the reciprocities of exchange between students, agency staff, and local people. Student outcomes include personal growth, enhanced social skills, intercultural learning, and increased academic abilities. Conclusions: Progress has been made in institutionalizing service-learning among SLAN institutions. However, community improvement and consistency in program connections, funding sources, and the need for further research are issues that need attention. (Contains 1 footnote.)