ethanporcaro/eric-fulltext-meta huggingface dataset:
Reimagining Reading: Creating a Classroom Culture That Embraces Independent Choice Reading
Author: Dickerson, Katie
Date: 2015-00-00
Type: Journal Articles
Subjects: Independent Reading,Silent Reading,Reading Attitudes,Reading Programs,Program Implementation,High School Students,Grade 11,Reading Achievement,Learner Engagement,Classroom Techniques,Teaching Methods,Reading Instruction,Learner Controlled Instruction,Surveys

Many of us are plagued by negative memories of sustained silent reading. In some of these memories, we are the students, attempting to read a book that didn't hold our interest or trying to read over the din of our disengaged classmates. In other memories, we are the teachers, suffering through a ten-minute classroom management nightmare, deciding which pupil behaviors to ignore and which to address. Here, Katy Dickerson shares that in her own classroom, when she uses the term sustained silent reading (SSR), she sometimes gets visceral reactions from even her best students. Dickerson believes that most likely they have had similarly scarring experiences with SSR before they reached her American Literature class. This article details her two-year journey to incorporate more independent reading and more choice reading into her classroom. Five rules for making Reading Zone successful are detailed, including strategies for implementation.
Inequities of Intervention among Culturally and Linguistically Diverse Students
Author: Cramer, Liz
Date: 2015-00-00
Type: Journal Articles
Subjects: Response to Intervention,Student Diversity,Urban Education,School Districts,Culturally Relevant Education,Equal Education,Disabilities,Access to Education,General Education,Minority Group Students,English Language Learners,Poverty,At Risk Students,Low Achievement,Literature Reviews

Although Response to Intervention (RTI) has been generally studied in relation to student outcomes, the system itself requires further study, particularly for culturally and linguistically diverse (CLD) students. CLD students have consistently suffered inequities in the educational system, including over representation in high incidence disability categories and unequal access to general education curricula and settings. Students with disabilities, particularly those from CLD backgrounds, continue to achieve below their peers. RTI implementation has been touted to ameliorate these discrepancies. This article calls for systematic and culturally responsive study of RTI implementation within urban districts.
Creating Time for Equity Together
Author: Renée, Michelle
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Access to Education,Partnerships in Education,Equal Education,Educational Change,Educational Practices,Community Involvement,Community Coordination,Community Action,Educational Improvement,Improvement Programs,School Community Relationship,Elementary Secondary Education,Urban Education

Iin urban communities across the nation, a broad range of partners have committed to reinventing educational time together to ensure equitable access to rich learning opportunities for all young people. Across the nation, education partners are using their creativity, commitment, and unique resources to create new school and system designs that challenge the &quot;what,&quot; &quot;who,&quot; and &quot;why&quot; of the public education system. Together these voices, stories, and reflections remind educators of the hope and urgency of working together to create more equitable education systems. They also remind practitioners that each person working in this struggle has a responsibility to own their places of privilege and expertise, respect the expertise and efforts of others, and then humbly work together to bring about a more just society and school system. A sidebar of &quot;Examples of More and Better Learning Time Approaches&quot; is included at the end of the article.
Reading for Change: Social Justice Unionism Book Groups as an Organizing Tool
Author: Riley, Kathleen
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Justice,Reading Strategies,Reading Programs,Books,Clubs,Social Change,Group Behavior,Summer Programs,Parents,Students,Privatization,Public Education,Professional Autonomy,Teacher Associations,Teachers,Reading Material Selection,Social Action,Neoliberalism

Kathleen Riley begins this article by providing quotes from James H. Lytle, and Anissa Weinraub, which were published in &quot;Perspectives on Urban Education&quot; in the summer of 2013. While they hold different professional positions (Lytle is a retired administrator and professor; Weinraub is a teacher and organizer), both wrote as Philadelphia residents and educators deeply committed to a vision of schools that are accessible, democratically run, and responsive to local communities. Both wrote against the neoliberal agenda in which private funders make decisions about what is best for communities--especially working class and poor communities of color that have long been disenfranchised from decision making structures. Both cast a vision for a rising social movement that includes parents, teachers, community members, and students working together in solidarity to resist the privatization and standardization regimes that are eroding public education (Lipman, 2011; Ravitch, 2013). The article follows with a commentary that provides an account of the early work of the Caucus of Working Educators (WE or The Caucus), a social justice caucus within the Philadelphia Federation of Teachers (PFT) that has emerged since Lytle's and Weinraub's prescient commentaries. Riley's article focuses on one of the group's early efforts to build a social movement in Philadelphia, a Summer Reading Series comprised of nine interconnected book groups that met throughout the summer of 2014. Rather than concentrating exclusively on improving instruction at the level of the individual teacher, the Caucus responded to the urgent need for teachers to organize together to fight for the kinds of conditions and institutions that will allow for teacher autonomy, student dignity, and the material resources necessary for quality instruction to take place. This account of the early work of the Caucus serves to inform and inspire teachers, parents, teacher educators, faculty, organizers, activists, students, and community members to join--or create--similar spaces of self-education and empowerment so that social justice unionism and the values for which it stands can continue to grow stronger.
Teachers, Traditions, and Transformation: Keynote Address Delivered at the 9th Annual Master's Capstone Conference for the Urban Teacher Master's and Certification Program at the University of Pennsylvania on 29 April 2014
Author: Smith, John F., III
Date: 2015-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teaching (Occupation),Teachers,Equal Education,Change,Culture

An alumnus of both Teach For America and the master's program in urban education at the University of Pennsylvania, John F. Smith III delivered the following address on April 29, 2014, to teachers in the 2013 and 2014 cohorts of Teach For America in Philadelphia. Program organizers invited him to provide remarks during the capstone event and to respond to the evening's theme: &quot;Teachers, Traditions, and Transformation.&quot; The address includes only two content edits, both additions to the seventh paragraph, in the form of an introductory phrase about privilege and a sentence about collective action. Otherwise, the text is as it was for the evening's event.
Inequity outside the Classroom: Growing Class Differences in Participation in Extracurricular Activities
Author: Snellman, Kaisa
Date: 2015-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Low Income Groups,Students,Working Class,Family Income,Social Development,Teamwork,Mentors

In this article, the authors report on research that shows that extracurricular activities help cultivate the skills, connections, and knowledge that prepare children for lifelong success. They add, however, that low-income students are increasingly being excluded from participating. Struggling with budget cuts and deficits, many school districts have cut back on their funding for drama clubs and music programs and either reduced the number of after-school sports offered or put a hefty price tag on participation, this also affecting working-class kids. Given the importance of extracurricular participation to children's future success and adult life, the authors highlight the dangers of eliminating these programs, especially for those who need them the most.
The Negative Impact of Community Stressors on Learning Time: Examining Inequalities between California High Schools
Author: Mirra, Nicole
Date: 2015-00-00
Type: Journal Articles
Subjects: High Schools,Stress Variables,Low Income Groups,Time Factors (Learning),Time on Task,Classroom Environment,Secondary School Teachers,Time Management,Economic Factors,Social Influences,Disadvantaged Environment

Allocated classroom time is not the same as time available for learning--a host of economic and social stressors undermine learning time in schools serving low-income students. When time is limited, it is hard to meet rigorous learning standards. The challenge is compounded in high-poverty schools where community stressors place additional demands and strains on classroom learning time. The authors report on a survey conducted during the 2013-2014 school year with California high school teachers that explores factors inside and outside public school that shape learning time for students and teachers during the school day and year. The &quot;Keeping Time&quot; survey results remind us that allocated time is not the same as time available for learning. It points to the ways that economic and social stressors undermine the amount of available time schools can provide. For all California students to succeed, policymakers and educators will need to think about time in new ways.
Mobilizing the Eastside of Los Angeles for Educational Justice
Author: Perez, Henry M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Educational Improvement,Effective Schools Research,Interviews,Community Schools,Educational Development,Community Coordination,Community Change,Sustainability,High Schools,Extended School Day,School Turnaround,Educational Practices,Social Justice,Change Strategies,School Community Programs,School Community Relationship

This article describes a ten-year effort led by youth, community organizers, and a range of partners that resulted in two new, successful high schools and showed the power of grassroots mobilization for social justice. Since opening in 2009 and 2010 respectively, Felicitas and Gonzalo Mendez High School for College and Career Preparation and Esteban E. Torres High School have developed to be two of the more successful high schools in the Eastside of Los Angeles. In this article, the authors draw on their own experience at InnerCity Struggle and interviews with a number of other stakeholders to detail how InnerCity Struggle partnered with students, parents, educators, community members, and nonprofits to implement a &quot;community schools&quot; vision at these two schools. This collaborative effort to create two new community schools shined a bright light on the crisis of public education in East Los Angeles. The path leading to the two new, successful high schools described in this article was not easy. It required over a decade of hard work, grassroots organizing, and partnership building. But the vision of sustainable community schools that provide the learning opportunities and services that students need to succeed, and that act as hubs for community services and enrichment programs, proved to be powerful, gaining the support of an increasing number of partners.
Improvements to the E-Learning Environment: Meeting Student Needs
Author: Foster, Janet L.
Date: 2009-00-00
Type: Journal Articles
Subjects: College Students,Electronic Learning,Student Needs,Internet,Online Courses,Student Attitudes,Educational Quality,Questionnaires,Difficulty Level,Cheating

Universities are changing delivery methods for courses in order to meet the demands of today's college students. The increasing usage of internet-based courses has significant implications for institutions of higher education. With a goal of expanding enrollment, many are interested in delivering online instruction. At the same time, the proliferation of internet courses leads to questions concerning the quality of online learning. This study focuses on students' perceptions of internet-based courses and the reasons students take such courses. Recommendations to deliver quality learning experiences in the virtual classroom are discerned.
The World's Best Anglo-American Universities' Knowledge Management Attributes
Author: Tower, Greg
Date: 2009-00-00
Type: Journal Articles
Subjects: Knowledge Management,Reputation,Universities,Institutional Evaluation,Institutional Characteristics,Disclosure,Reports,Educational Quality

Key knowledge management attributes of the world's most prestigious Anglo-American universities are surprisingly under-reported especially by best ranked USA institutions. This leads to calls for more transparency.
Ten Things Faculty Should Know before Stepping into Administration
Author: Settoon, Randy
Date: 2009-00-00
Type: Journal Articles
Subjects: College Faculty,Administrators,College Administration,Faculty Development,Tenure,Power Structure,Administrator Attitudes

Every year professors leave the ranks of the faculty and become members of the administration. Yes, even jaded faculty sometimes become members of the administration and have to pursue charges and challenges previously unrecognized or unfathomed. It is to these individuals the authors have prepared a list of ten items they feel all potential college and university administrators should be aware of before making the commitment. These items should not be construed to be a roadblock, but rather advance notice that the life of an administrator is very different from that of faculty member.
I've Got My Virtual Eye on You: Remote Proctors and Academic Integrity
Author: Tomasi, Louis F.
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Supervision,Cheating,Ethics,Plagiarism,Computer Software

This paper discusses the challenges of online teaching, the reasons students cheat and one means of curtailing that cheating in the online environment. The use of Securexam Remote Proctor System in one university application is reviewed.
An Empirical Analysis of Student Satisfaction Influential Factors in Online Learning
Author: Payne, Alina
Date: 2009-00-00
Type: Journal Articles
Subjects: Online Courses,Higher Education,College Students,Student Attitudes,Satisfaction,Instructional Effectiveness,Teacher Effectiveness,Regression (Statistics),Course Evaluation,Distance Education,School Effectiveness,Technology Uses in Education,College Faculty,Online Searching,Instructional Design,Student Surveys,Likert Scales,Predictor Variables,Online Surveys

There exists the need to better understand the effectiveness of online education. In recent years, academic institutions (of higher education) have increased the number of online courses offered to students. The purpose of this study is to identify the factors that are most influential in determining student satisfaction of overall course effectiveness and overall instructor effectiveness in online higher education. The main research question is: What factors influence student satisfaction of overall course effectiveness and instructional effectiveness? Through an application of step-wise regression procedure, hypotheses will be tested to determine any influential factors for students' satisfaction with course and instructional effectiveness. The data source will be online course evaluation results at colleges in the state of Connecticut. The results of the study will allow higher education administrators and instructors to make more effective decisions regarding online students, online course offerings, the distribution of funds within online education. Furthermore, the results will allow instructors to more effectively manage online courses, and allow students to increase personal effectiveness with respect to the online learning process.
A Model of College Tuition Maximization
Author: Bosshardt, Donald I.
Date: 2009-00-00
Type: Journal Articles
Subjects: Models,Tuition,Private Colleges,Simulation,Risk,Higher Education,Economic Factors,Educational Finance,Student Characteristics,Computation,Equations (Mathematics),Fiscal Capacity,Probability,College Students

This paper develops a series of models for optimal tuition pricing for private colleges and universities. The university is assumed to be a profit maximizing, price discriminating monopolist. The enrollment decision of student's is stochastic in nature. The university offers an effective tuition rate, comprised of stipulated tuition less financial aid, to each student based on the demographic characteristics of the student. Initially, the applicant poll is assumed to be homogeneous. Subsequently, the quality of the applicant pool is allowed to vary and the university's tuition maximization problem is subject to quality and capacity constraints. Lastly, we perform a simulation that allows an exploration of the risks associated with the university's tuition, quality and capacity decisions.
Grade Validity of Online Quantitative Courses
Author: Faurer, Judson C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Online Courses,Validity,Grades (Scholastic),Quality Control,Educational Quality,Academic Standards,Student Evaluation,Knowledge Level,Evaluation Criteria,Test Construction,College Faculty,Management Systems,Cheating,Computer Assisted Testing,Higher Education

Are prospective employers getting &quot;quality&quot; educated degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a student's acquired knowledge in quantitative online courses need evaluation and thought to arrive at a more circumspect solution. Is the grade earned truly indicative of a student's competency and level of acquired knowledge and understanding in an online quantitative course or merely an indication that the student somehow just satisfied proscribed evaluative criteria set by the faculty member without adequate measures of assessment?
A Study of the Rapid Growth of &quot;O&quot; and &quot;A&quot; Levels of Education in Pakistan
Author: Ishfaq, Umbreen
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Student Attitudes,Teacher Attitudes,Statistical Analysis,Questionnaires,Testing,Learning Processes,Educational Quality,Knowledge Level,Social Status,Career Development,Futures (of Society),Advantaged,International Education,Fees,Educational Practices,Educational Trends,School Choice,Costs,Educational Opportunities,Interviews

The major purpose of this study was to investigate the views of students, parents and teachers regarding the rapid growth of ordinary &quot;O&quot; and advanced &quot;A&quot; level education systems and its implications for Pakistan. The main objective of study was to identify the importance of and social acceptance of &quot;O&quot; and &quot;A&quot; level education system in Pakistan. The population of the study was all &quot;O&quot; and &quot;A&quot; level schools, &quot;O&quot; and &quot;A&quot; level students, and their parents and teachers in Pakistan. The sample of the study was 45 schools, 230 teachers, 450 &quot;O&quot; and &quot;A&quot; level students, and their parents. The sample of the study was drawn from Islamabad, Lahore, Karachi, Rawalpindi and Peshawar. For the collection of data, three questionnaires, one each for &quot;O&quot; and &quot;A&quot; level students, their parents and the teachers of &quot;O&quot; and &quot;A&quot; level were developed. Three structured interviews--one each for &quot;O&quot; and &quot;A&quot; level students, their parents and the teachers were designed. Data were also collected through personal visits. For the analysis of data, percentage and chi square as contingency test were used. From this analysis, it was concluded that the rapid growth of &quot;O&quot; and &quot;A&quot; level education in Pakistan was due to better learning, fair examination system, advanced and better curriculum, easy admission in foreign universities, provision of quality education, better learning environment, knowledge based education system, status symbol for family, flexible scheme of studies, up-to-date, comprehensive and informative courses, international acceptance and recognition, better professional careers and dynamic future for students. It was also found that &quot;O&quot; and &quot;A&quot; level education was expensive in Pakistan with the majority of the students belong to the elite class.
The Virtual Professor: A New Model in Higher Education
Author: Valentine, Randall
Date: 2013-00-00
Type: Journal Articles
Subjects: Models,Higher Education,College Faculty,Computer Simulation,Educational Quality,Online Courses,Budgets,Economic Factors,Costs,Teacher Responsibility,Geographic Regions,Teacher Qualifications,Distance Education,Teacher Student Relationship

Traditional colleges and universities face a unique challenge of increasing the scope of educational operations to accommodate the growing demand for online education. While online enrollments in higher education have grown at a rapid pace, faculty resources have remained stagnant at many institutions due to budget constraints and a sluggish economy. Many administrators in higher education struggle to find a balance between meeting course demands and maintaining quality of instruction while adhering to financial constraints. This paper proposes a model to manage costs by supplementing traditional faculty with virtual faculty who would operate primarily in an online environment and work for a fraction of their market costs. The concept of the virtual professor is facilitated by modern technology that allows remote participation in all aspects of academic responsibility ranging from campus meetings to student advising. This model is of particular significance to universities that are located in geographical areas where it may be difficult to attract and retain qualified faculty.
Reference Letters and the Uninformed Business Educator: A U.S. Legal Perspective
Author: Compton, Nina
Date: 2013-00-00
Type: Journal Articles
Subjects: Letters (Correspondence),Job Applicants,Business Administration Education,College Faculty,College Students,Legal Responsibility,Legal Problems,Court Litigation,Libel and Slander,Privacy

While providing references to students, business professors have to meet dual demands of giving sincere references to prospective employers while avoiding any potential litigation claims of &quot;defamation&quot; and &quot;violation of privacy&quot; from the students. While the approach of providing bare minimum information may seem to mitigate the risk of litigation claims of defamation from former students, it might serve as a potential pitfall for facing &quot;intentional misrepresentation&quot; liability from the prospective employer. This paper addresses these concerns, together with other legal issues U.S. business educators face in this area of potential liability. Suggestions are offered to those who provide references for the purpose of minimizing the possibility of litigation exposure, either from the student or from his future employer.