ethanporcaro/eric-fulltext-meta huggingface dataset:
Meeting the Challenges of Curriculum and Instruction in School Settings in the United States
Author: Aydin, Hasan
Date: 2017-00-00
Type: Journal Articles
Subjects: Demography,Educational Change,Curriculum,Instruction,Educational Policy,Technological Advancement,Global Approach,Refugees,Immigration,Barriers,Performance Factors,Elementary Secondary Education,Higher Education

The United States is one of many countries currently undergoing significant changes in educational institutions, particularly in K-12 settings. Most pronounced among these is the impact of unprecedented demographic changes on the curriculum and instruction provided in U.S. schools. Four other factors are also influencing curriculum and instruction including 1) policy changes, 2) emerging new technologies, 3) globalization, and 4) the refugee and immigration issue. Each of these areas provides challenges for both school settings and teacher educators. These challenges and the obstacles they create must be examined and specific recommendations must be developed for teachers, teacher educators, and policymakers to assist in meeting each challenge. Among these recommendations, research shows that: 1) schools must change the structures, culture, and programs of curriculum and instruction to meet the needs of a diverse student body, 2) researchers in higher education institutions must focus their work to help the federal government, state leaders, and school districts decide upon the most appropriate reforms and changes to curriculum and instruction in school settings, 3) more resources from a variety of sources must be invested in technology-use training so teachers can better prepare students to use technology, especially in the context of new assessments, 4) educators should define and advance an agenda that prepares youth for global citizenship, and 5) the core values of educators must include respect, integrity, commitment and excellence, the promotion of diversity and gender equity, choice, and dignity for all students.
The Presence of Deficit Thinking among Social Studies Educators
Author: Keefer, Natalie
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Social Studies,Semi Structured Interviews,Teacher Attitudes,Social Class,Social Mobility,Academic Achievement,Racial Factors,Ethnicity,Race,Social Bias,Racial Bias,Stereotypes,Poverty,Teacher Expectations of Students,Social Justice,Secondary School Teachers,Student Characteristics,Interviews,Coding,Experience

This case study explores the presence of deficit thinking among social studies educators in the State of Florida. Included in this research is an analysis of semi-structured interview data that focused on pivotal experiences and participants' understandings of the connection between social class and academic achievement, mobility, and race and ethnicity. Despite divergent pivotal experiences with social class, findings suggest social studies teachers exhibit deficit thinking towards students living in poverty. From a social justice perspective, in order for social studies teachers to develop asset-based knowledge of students living in poverty, they must receive explicit training that challenges deficit thinking and stereotypes that lead to lowered expectations of students living in poverty.
Problems of Linguistic Discrimination in the Communicative Space of Tajikistan: Legal, Sociolinguistic and Educational Aspects
Author: Iskandarova, Diloro
Date: 2017-00-00
Type: Journal Articles
Subjects: Sociolinguistics,Foreign Countries,Language Minorities,Language Planning,Civil Rights,Laws,Ethnic Groups,Social Discrimination,Russian,Slavic Languages,College Students,Multilingualism,Turkic Languages,Surveys

Although it is disregarded and banned, a person can be discriminated in the society according to various attributes--due to the person's language, religion, nationality, social background. The problem touches upon not only individuals but minorities as well. Almost all states have one or several groups--minorities--that differ from the main population in ethnic, linguistic or religious lines. Most international treaties on human rights contain anti-discriminatory provisions. In addition to the main rights of the freedom of conscience, thought and associations, the principal legal guarantees for each representative of minorities consist in being treated equally by the law and courts and in equal protection of laws. The paper studies the problems of legal, sociolinguistic and educational basis of linguistic discrimination in the communicative space of Tajikistan. Linguistic discrimination and political correctness are closely connected with the language policy of the state. With exoglossic linguistic situation being characteristic for Tajikistan arises a need to study the questions related to linguistic discrimination. This will allow making certain adjustments to language building and harmonizing the ethnic and interethnic interests on the basis of a balanced and scientifically justified language policy.
Media Implications in Bahrain&apos;s Textbooks in Light of UNESCO&apos;s Media Literacy Principles
Author: Alshorooqi, Fawaz
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Textbook Content,Textbook Evaluation,Semitic Languages,Citizenship Education,Educational Principles,International Organizations,National Curriculum,Elementary Secondary Education,Fidelity

This study aims to identify the media implications of textbooks in the Kingdom of Bahrain in light of the principles of media literacy emanating from the United Nations Educational, Scientific and Cultural Organization (UNESCO). The study is based on the textbooks of Arabic Language and Education for Citizenship for the sixth primary, third intermediate and third secondary schools in the Kingdom of Bahrain for the academic year 2015/2016. The two researchers chose the descriptive and analytical approach to identify the media implications included in the selected textbooks. While conducting their study, the two researchers analyzed the implications of these textbooks based on the principles of media literacy stemming from UNESCO and its three fields, namely: knowledge and understanding of the media implications, assessment of media implications, and creation and use of media implications. The study revealed that these textbooks contained 168 media implications, with many of them concentrated in the field of knowledge and understanding of media implications. Assessment of media implications, and its creation and use came second and third, respectively. In fact, the study particularly revealed that the implications relating to the knowledge of the role of the media in democratic societies and the content of assessing the development of media implications are the most prevalent in the various analyzed school textbooks. This significant finding is highly important from a curricular perspective. It shows that curriculum development in the Kingdom of Bahrain is highly connected to and influenced by a set of interdependent historical and political factors.
Mortal Subtext in O. E. Mandelstam&apos;s Poem &quot;Oh, How We Love to Be a Hypocrite&quot;: Folklore Reality
Author: Dudareva, Marianna A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Folk Culture,Poetry,Scientific Research,Ethnography,Mythology,Games,Death,Literary Devices,Russian,Freehand Drawing,Imagery

The article dwells upon the problem scarcely investigated in literary studies: a folklore tradition in O. Mandelstam's poetry. The researchers studied manifestation of mythological tradition in the poet's artistic world and revealed different archetypal models but they paid no attention to folklore elements. Only folklorists and ethnographers, while describing children's games associated with the theme of death, refer to one text of the poet illustrating their scientific research. This remark made it possible to develop the idea of folklore tradition existing in the acmeist's works having a latent character. The folklore commentary of one of the poems makes it possible to understand an image structure of the text in other way and brings a reader to the ontological level of the content.
Integrating Primary Sources, Artifacts, and Museum Visits into the Primary Years Program Inquiry Curriculum in an International Baccalaureate Elementary Setting
Author: Coppersmith, Sarah A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Primary Sources,Museums,Elementary School Curriculum,Inquiry,Active Learning,Immersion Programs,Grade 2,Social Studies,Elementary School Teachers,College School Cooperation,Partnerships in Education,Archives,Mixed Methods Research,Observation,History Instruction,Geography Instruction,French,Spanish,Semi Structured Interviews

Questions remain about inquiry instruction, while research confirms that using primary sources can aid students' inquiry learning processes. This study questioned: &quot;How do second-grade teachers at an International Baccalaureate Organization/IBO language immersion setting incorporate inquiry methods in instructional practices?&quot;; &quot;How does training in the use of primary sources, artifacts, and museum visits shape second-grade teachers' instructional practice?&quot; A Library of Congress Teaching with Primary Sources grant supported this university-school social studies partnership, which accessed artifacts, primary sources, and a national archives and museum. Data sources in this mixed methods study were from the SAMPI Inquiry Observation Instrument, interviews, and observations in French and Spanish language settings. Analysis revealed teachers incorporating inquiry learning via museum/archives visits and using primary sources in a study of the history and geography of the French and Spanish Colonial fur trade era. Results revealed a subsequent integration of primary sources and learning kits in the immersion school network's ongoing inquiry curriculum design process.
Spiritual Dominance of the Sakha People Traditional Belief in the Personality Development of Children
Author: Baisheva, Mariia I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethnic Groups,Folk Culture,Beliefs,Personality Development,Religious Factors,World Views,Child Development,Children,Foreign Countries

The relevance of the article stems from the need to comprehend the spiritual dominance of the traditional belief of the Sakha people. The essential idea of the article is to consider the religious worldview of the Sakha people as a source of spiritual values. The purpose of the article is to justify the spiritual potential of the Sakha people in the personality development of their children. The scientific novelty of the article is to provide the most comprehensive picture of the existing views of the researchers on the issue of the beliefs of the Sakha people and the rationale for it as a source of the self-organizing system of personal spiritual formation. Research methods: Dialectic and Indigenous Methodology. The main part of the article is the concept of &quot;Ichi&quot; (spirits) and nine Tusculums (programmes) of the supreme Gods as sources of human spirituality. The findings of the study are reflected in the conclusion.
Readiness of Educational Activity Subjects for Results-Oriented Cooperation in the Inclusive Educational Practice of Higher School
Author: Tsyrenov, Vladimir Ts.
Date: 2017-00-00
Type: Journal Articles
Subjects: Disabilities,Foreign Countries,Health,Attitudes toward Disabilities,Special Needs Students,Inclusion,Learning Processes,Educational Practices,Higher Education,College Students,Student Surveys

The relevance of the research is due to the necessity of integration of persons with health limitations and disabilities into the educational space of higher education institutions. With regard to this, the paper is aimed at finding out the extent of readiness of the educational activity subjects for results-oriented cooperation in inclusive educational practice of the higher school. The leading approach to studying this problem is the retrospective interdisciplinary analysis that allows an integrated consideration of the universities' readiness for full-fledged integration of people with health limitations and disabilities into the educational process. In the paper, the results of research into students' attitude toward the disabled and HL people and their readiness for results-oriented cooperation are presented, and the specific problems of psychological and social support rendering are described. The value references system of students with health limitations and disabilities has been found out, and grounds have been provided for having to include the subjects that form a tolerant attitude to special needs people into the student-training content. It has also been proven that qualified professional training has to be ensured for the academic teaching staff, infrastructure has to be provided, and an integrated program has to be developed that would allow personifying the academic process adjusted for the development particularities of students with health limitations. The materials of the paper are of practical importance for educational activity subjects involved into the higher-school inclusive educational practice.
Supported Accommodation of Young People with Psychophysical Disorders as a Condition for Social and Pedagogical Inclusion
Author: Furyaeva, Tatiana V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Academic Accommodations (Disabilities),Behavior Disorders,Inclusion,Adolescents,Young Children,Integrated Activities,At Risk Students,Socialization,Classification,Rural Areas,Disabilities,Foreign Countries

The relevance of the study is due to the need to overcome social exclusion of adolescents and young people caused by their health condition and restrictions on life in the context of inclusion trends in the worldwide social policy and practice. In this connection, the article aims to justify and search for hospitalsubstitute format of social and pedagogical support for young people with psychophysical behavior disorders of an autism spectrum disorder (ASD) type. The leading approach in the research of this issue is an integrative activity-based approach that allows comprehensive consideration of socio-political, organizational-pedagogical and technological opportunities for active inclusion of families with children and adolescents with ASD into joint activities in a social settlement. In the article, results of sociological, and psychological-pedagogical studies of the issue of social inclusion of individuals at risks of their exclusion from society are presented; various types of social integration practices are typologically disclosed; the author's structural-functional model of a supported living arrangement is substantiated; conditions and possibilities for its implementation by a public organization of parents having children with autism in the regional context as exemplified by a rural settlement are identified and shown. The information presented in the article is of practical value for specialists in social pedagogy and work, as well as for those who are trained for concrete competences of social support of families having children with disabilities. The results of the given socio-pedagogical project may be useful for the development of the social movement of parents.
Ships in Russian Literature: Folklore Aesthetics
Author: Dudareva, Marianna A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Russian,Folk Culture,Literature,Poetry,Semantics,Aesthetics,Painting (Visual Arts),Foreign Countries,Literary Genres,Authors,Poets

The paper studies a genesis of the ship image in the Russian literature and folklore, an idea of &quot;other kingdom&quot; in the Russian literature poetics of the 19-20 centuries. An emphasis is put on the issues related to the metaphor of a ship, a boat in the artistic world of Lermontov, Turgenev, Dostoevsky and in the poetry of the early 20th century. A paradigm &quot;the Moon -- boat&quot; is studied in detail. The image of a boat, which regularly appears in Russian literature, various word-painters' art works, is associated with semantics of funeral ceremonial boat typical for different folk genres. Addressing to riddles about death, to Russian epic tradition, to plots dedicated to Razin demonstrates complexity and significance of the symbol of a boat/ferry/ship for the national culture. This symbol encapsulates the supreme idea of death as cosmic regeneration, character's initiation, which appeared highly sought by Russian literature, both realistic prose and avantgarde and modernism poetry.
The State of Social Studies Teacher Preparation: An Analysis of Program Requirements in the United States
Author: Bittman, Bonnie
Date: 2017-00-00
Type: Journal Articles
Subjects: State of the Art Reviews,Social Studies,Teacher Education Programs,Teacher Certification,Educational Research,Degree Requirements,Course Content,Classroom Techniques,Student Teaching,College Students,Statistical Analysis,Accreditation (Institutions)

What is the current state of social studies Teacher Preparation Programs (TPPs) for licensure across the United States? The purpose of this research study is to fill the gap in the academic research, providing an overview of social studies TPPs across the United States. In order to best answer that question the researchers examined the required pedagogical preparation courses, social science content courses, classroom management courses, and length of student teaching experiences of all public/state university teacher preparation programs in the United States.
White Willow in Russian Literature: Folklore &quot;Roots&quot; of Image
Author: Dudareva, Marianna A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Folk Culture,Russian Literature,Forestry,Nineteenth Century Literature,Twentieth Century Literature,Poetry,Prose

The article deals with a complicated archetypal tree complex in Russian literature. The object chosen here is &quot;white willow&quot; (vetla) as one of the species of willow in its different variations--daphne willow (verba) and goat willow (rakita), and willow itself. In the 19th century Russian literature we can find the image of white willow is in V. Zhukovsky's translated poem &quot;The Forest Tsar&quot;; in prose it appears in poetics of F. Dostoevsky where it is embedded in ritual mythological context. In the 20th century literature, both in poetry and in prose, white willow has also held its place. For instance, I. Bunin and M. Gorky used this image giving the tree a metaphysical meaning. S. Yesenin writes about the meaning of this tree in poetry in his treatise &quot;The Keys of Mary&quot; (1918) where he draws parallels with Russian folklore. The image of white willow is also live in modern poetry: it traced back to Russian literary and folklore tradition. In children's folklore (cradle songs with &quot;scary plot&quot;) we can see &quot;other-worldly&quot; nature, semantics of a tree which functions as the World Tree.
Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement
Author: Grissom, Jason A.
Date: 2017-12-00
Type: Journal Articles
Subjects: Student Records,Academic Achievement,Teacher Surveys,Tests,Teacher Placement,Performance Based Assessment,Predictor Variables,High Stakes Tests,Accountability,Principals,Administrator Role,Elementary Schools,Instructional Program Divisions,Teacher Effectiveness,Primary Education,Scores,Middle Schools,High Schools,Teacher Influence,Public Schools,Probability,Statistical Analysis

School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data--including achievement data from untested grades--and teacher survey data from a large urban district, we examine schools' responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers with more positive performance measures in both tested and untested classrooms are more likely to be placed in a tested classroom in the following year. Performance measures even more strongly predict a high-stakes teaching assignment in schools with low state accountability grades and where principals exercise more assignment influence. In elementary schools, we show that such &quot;strategic&quot; teacher assignment disadvantages early grades, concentrating less effective teachers in K-2 classrooms. Reassignment of ineffective upper-grades teachers to early grades systematically results in lower K-2 math and reading achievement gains. Moreover, evidence suggests that students' lower early-grades achievement persists into subsequent tested grades.
Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence from a Literacy Intervention
Author: Quinn, David M.
Date: 2017-12-00
Type: Journal Articles
Subjects: Program Implementation,Fidelity,Media Adaptation,Educational Practices,Reading Instruction,Intervention,Randomized Controlled Trials,Elementary School Teachers,Elementary School Students,Summer Programs,Program Effectiveness,Reading Programs,Reading Comprehension,Teaching Experience,Literacy,Statistical Analysis

In a common approach for scaling up effective educational practice, schools adopt evidence-based programs to be implemented with fidelity. An alternative approach assumes that programs should be adapted to local contexts. In this randomized trial of a reading intervention, we study a scaffolded sequence of implementation in which schools first develop proficiency by implementing the program with fidelity before implementing structured adaptations. We find evidence supporting the scaffolded sequence: A fidelity-focused approach promoted learning and instructional change more so for teachers inexperienced with the intervention, while a structured adaptive approach was more effective for teachers experienced with the intervention. Students benefited more from the structured adaptive approach but only when their teacher had prior experience with the fidelity-focused version.
Accommodating Change: Relating Fidelity of Implementation to Program Fit in Educational Reforms
Author: Anderson, Eleanor R.
Date: 2017-12-00
Type: Journal Articles
Subjects: Educational Change,Fidelity,Program Implementation,Organizational Change,Educational Practices,Multiple Regression Analysis,Teacher Surveys,Prediction

Asking practitioners to make larger changes to their practice is often thought to lead to lower fidelity of implementation. However, salient differences between ambitious new reforms and teachers' existing practices may also facilitate processes of conceptual change and correspondingly increase fidelity of implementation. I use survey data on the implementation of two Comprehensive School Reform programs to investigate this puzzle, presenting a series of descriptive multivariate regressions that--contrary to conventional wisdom--predominantly support a positive association between larger changes and higher fidelity. I also address alternative explanations for this finding and discuss the conceptual and empirical strengths and weaknesses, implications for future research, and potential utility for practice of each interpretation.