ethanporcaro/eric-fulltext-meta huggingface dataset:
The Research Portfolio: Educating Teacher Researchers in Data Analysis
Author: Bates, Alisa J.
Date: 2013-06-00
Type: Journal Articles
Subjects: Graduate Students,Preservice Teacher Education,Teacher Researchers,Data Analysis,Portfolios (Background Materials),Assignments,Masters Programs,Data Collection,Research Skills,Skill Development,Student Teacher Attitudes

This paper describes research on a course assignment, the research portfolio, designed for a two-course teacher research experience in a Masters of Arts in Teaching program. The focus of the assignment is the process of data collection and analysis that is critical to the success of teacher research. We sought a way to help our teacher candidates grapple with the complexity of the process while learning the necessary skills and habits that support effective learning and research. We share our findings, which look at how teacher candidates responded to the assignment and how our work has evolved as a result.
Why Have All the Teachers Gone: Co-Inquiry of Teacher and Teacher Educators
Author: Lehman, Laurie R.
Date: 2011-06-00
Type: Journal Articles
Subjects: Participatory Research,Phenomenology,Alternative Teacher Certification,Teacher Educators,Teacher Education Programs,Graduate Study,Inquiry,Transcripts (Written Records),Journal Writing,Teaching Experience,Interviews,Leadership Effectiveness,Organizational Culture,Alignment (Education),Reflection,Job Satisfaction,Qualitative Research

Many teachers enter the profession through alternative certification programs, completing a master's degree at the same time as they start their teaching careers. This study explores the teaching and graduate experience of one of these teachers. In this collaborative inquiry, this teacher was both participant and co-researcher with two teacher educators. The themes of School Dysfunction, Culture Clash, Disconnect between Coursework and Teaching, and Authenticity emerged through the study of the teacher's work. These findings led to the conclusion that students' experience of teaching needs to be brought into graduate classrooms and treated as valuable knowledge. If new teachers are given opportunities to openly and more authentically confront the disconnections they experience in their teaching and academic work, they may be more able to find meaningful ways to navigate the complexity of teaching and change within schools.
Using Video Clips to Implement Multicultural Topics of Science and Nature of Science into a Biological Content Course for Pre-Service Teachers--An Action Research Project
Author: Pennock, Phyllis Haugabook
Date: 2012-12-00
Type: Journal Articles
Subjects: Video Technology,Sciences,Scientific Principles,Multicultural Education,Cultural Pluralism,Course Content,Preservice Teachers,Action Research,Research Projects,Science Instruction,Biology,Introductory Courses,College Science,African American Teachers,Elementary School Science,Observation,Worksheets

This action research project describes the methods an African-American female instructor used when introducing biology-related video clips with a multicultural component to predominantly white pre-service elementary students. Studies show that introducing multiculturalism into classrooms is crucial for students and teachers. Multicultural theoretical frameworks that focus on social change arises out of an acknowledgement of achievement disparities prevalent around the world. Students viewed video clips and answered questions regarding their thoughts and views on the information in the clip; including issues relating to race, diversity, and social injustice, nature of science (NOS) and nature of science inquiry (NOSI). Data collection included assessing students' responses in the worksheets, observations and reflective journaling on the part of the first author. Data analysis involved noting general themes as presented by Creswell (2003). Results showed that students demonstrated an appreciation of diversity and acknowledgment of racial injustice. Students also showed a general understanding of NOS/NOSI concepts with some exceptions. Moral and ethical questions added later in the project showed that students were able to connect information in the clips to their own beliefs effectively. Students also demonstrated knowledge of material presented in the unit lessons by relating them to information in the video clips. Implications for further research involve video clips that discuss physical/mental disabilities, gender issues, and students that use English as a second language.
(Re)Discovering Retrospective Miscue Analysis: An Action Research Exploration Using Recorded Readings to Improve Third-Grade Students&apos; Reading Fluency
Author: Born, Melissa
Date: 2013-11-00
Type: Journal Articles
Subjects: Miscue Analysis,Action Research,Reading Instruction,Reading Improvement,Grade 3,Reading Fluency,Elementary School Students,Reading Comprehension,Research Projects,Partnerships in Education,Reading Programs,Emergent Literacy,Reading Tests,Audio Equipment,Pretests Posttests,Reading Difficulties,Teaching Methods,Intervention

An action research project was undertaken focused on integrating recorded readings and Retrospective Miscue Analysis (RMA) into center-based instructional time in a third-grade classroom. Initial DIBELS test results were used to select 6 struggling readers, all of whom showed improved fluency in response to our instructional interventions. The impact of these instructional approaches on the teacher and her students is discussed, as is the impact on the teacher of engaging in action research. The article concludes with practical ways to implement recorded readings and RMA into classrooms in order to boost student motivation, attitudes toward reading, reading fluency, and comprehension.
Building of Causality: A Future for School Librarianship Research and Practice
Author: Mardis, Marcia A.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Library Science,Research and Development,Theory Practice Relationship,Librarians,Correlation,Futures (of Society),Trend Analysis,Quasiexperimental Design,Problem Solving,Library Role,Librarian Teacher Cooperation,Partnerships in Education,Outcomes of Education,Library Services

The Colorado Study (Lance, Wellborn, and Hamilton-Pennell 1993) and its many replications in other states have demonstrated that when educators and learners had access to a qualified school librarian in the context of a thoughtfully built, adequately resourced, technology rich, and widely accessible school library, learners tended to flourish on traditional measures of reading and science achievement, regardless of the district or community's relative wealth and other external factors (Scholastic 2016). This correlational research has been vital for communicating the value of school librarians and school libraries to decision makers and other stakeholders. The Causality: School Libraries and Student Success II (CLASS II) project is aimed at establishing the foundation for comparison and groundwork for causal research. In this article, the authors share the CLASS research agenda and progress to date and demonstrate how this effort to chart the future of school librarianship research has the potential to guide and strengthen professional growth and implementation. The resulting knowledge is to help school librarians create meaningful, authentic learning experiences that impact and influence the next generation of learners.
The Efficacy of Phonics-Based Instruction of English as a Second Language in an Italian High School: A Randomised Controlled Trial
Author: Coates, Robert Alexander Graham
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Phonics,English (Second Language),Second Language Instruction,Teaching Methods,Phoneme Grapheme Correspondence,Decoding (Reading),Randomized Controlled Trials,Suprasegmentals,High School Students,Comparative Analysis,Instructional Effectiveness,Pronunciation,Skill Development,Cognitive Processes,Standardized Tests,Statistical Analysis,Grammar,Syntax,Sentences,Written Language,Pretests Posttests,Interviews

Recent neurological breakthroughs in our understanding of the Critical Period Hypothesis and prosody may suggest strategies on how phonics instruction could improve L2 language learning and in particular phoneme/grapheme decoding. We therefore conducted a randomised controlled-trial on the application of prosody and phonics techniques, to improve phoneme-grapheme decoding, to test these findings on a typical late high school cohort of Italians. A trial group of 24, 17-18 year-olds followed a short 10-week, 20-hour trial course and were compared to a control (14 students) preparing for the Cambridge First Certificate exam. The trial group were given phoneme/grapheme decoding material and event-related-potential reinforcement in substitution of traditional exam practice, taught from a current textbook and web-site material. Results showed that the trial-group significantly improved in both orthography (p = 0.048) and pronunciation (p=0.000), in particular in the long vowel and digraph categories. Furthermore, they significantly improved in a shortened interview category (p = 0.024), for lexis, discourse and pronunciation. Due to the trial's small size, we concentrated on reducing type 2 statistical errors to a minimum. We believe that our results confirmed the neurological findings of the use of prosody in TESOL and confirmed the validity of phonics techniques for L2 teaching. We also consider that the results are sufficiently robust to warrant a full-sized trial of phonics and prosody as a valid TESOL teaching technique.
A Synthesis of the Daily Behavior Report Card Literature from 2007 to 2017
Author: Riden, Benjamin S.
Date: 2018-02-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Problems,Literature Reviews,Disabilities,Attention Deficit Hyperactivity Disorder,Learning Disabilities,Emotional Problems,Speech Impairments,Language Impairments,Multiple Disabilities,Preschool Education,Elementary Education,Effect Size,Student Characteristics,Student Evaluation,Accountability,Behavior Modification,Coding,Program Effectiveness

Daily behavior report cards (DBRCs) have shown to be effective in addressing academic and behavioral challenges for a variety of students in past literature. The purpose of this literature review and analysis is to update and summarize findings on the use of DBRCs on academic and social behavior for students considered to have disruptive behaviors or identified with disabilities. We identified eleven studies in the literature examining DBRCs with 390 participants with attention-deficit hyperactivity disorder, specific learning disabilities, emotional behavioral disorders, speech and language, multiple disabilities, other health impairments, or considered to have disruptive behavior in Pre-K through sixth grade academic settings. We also calculated effect sizes overall for each study and student-based characteristics. Findings suggest that using DBRCs have a range from weak to strong impact on the academic and social behaviors of students considered to have disruptive behaviors or students with disabilities in classroom settings. We present implications for research and practice.
What Mathematical Images Are in a Typical Mathematics Textbook? Implications for Students with Visual Impairments
Author: Emerson, Robert Wall
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics,Textbooks,Visual Impairments,Blindness,Partial Vision,Textbook Content,Textbook Selection,Textbook Evaluation,Common Core State Standards,Disabilities,Grade 5,Grade 8,Grade 11,Algebra,Geometry

Introduction: Visually impaired students (that is, those who are blind or have low vision) have difficulty accessing curricular material in mathematical textbooks because many mathematics texts have visual images that contain important content information that are not transcribed or described in digital versions of the texts. However, little is known about the extent to which this issue exists within texts and what sort of information is contained in visual material in mathematics texts. This article describes a process undertaken to classify images in a selection of math textbooks that are currently being used in grades 5, 8, and 11. Methods: Representative textbooks were chosen that aligned with Common Core Standards. An exhaustive and mutually exclusive set of image categories was developed, researchers became reliable on coding procedures, and then all images in the representative texts were coded. Results: The most common images involved student interest, motivation, and organization, but contained little or no math content. The second most common area of image categories often contained large amounts of math content but were difficult to describe succinctly or might have been described without including important mathematical information. This grouping included tables, line graphs, and images specifically related to a single question. The final group of less frequently appearing images included ray or line diagrams, number lines, pie charts, bar graphs, and maps. Discussion: To improve access to visual math content, the focus should be on images that appear frequently and contain math content such as tables, scatter or line graphs, shapes, equations, and images specifically related to a single question. Less common image categories such as models, line diagrams, pictures of calculator keys, and number lines lend themselves easily to description. Implications for practitioners: Optimization of limited instructional time would be accomplished by having teachers focus on students' understanding of the most common types of images, such as tables and line graphs.
The Influence of Student Characteristics on Early Elementary Oral Reading Fluency
Author: van Dijk, Wilhelmina
Date: 2018-02-00
Type: Journal Articles
Subjects: Student Characteristics,Reading Fluency,Special Education,Grade 1,Grade 2,Grade 3,Elementary School Students,Predictor Variables,Scores,English Language Learners,Models,Reading Ability,Regression (Statistics),Emergent Literacy,Reading Tests,Disabilities,Lunch Programs,Gender Differences,Race,Elementary School Teachers

Oral Reading Fluency (ORF) is a widely-used index of reading ability in early elementary grades; however, little information exists on predictive value of student characteristics on ORF scores (Wang, Algozzine, Ma, &amp; Porfeli, 2011). A three-step sequential model was used to analyze the influence of student characteristics on scores (N = 2649) on an end of year ORF measure. Results indicate gender, race, lunch status, and English Language Learner status explained 7% of the variance in scores after controlling for grade and school characteristics (?R[superscript 2] = 0.07, F[subscript 8,2626] = 35.93, p = &lt; 0.001), and Special Education (SPED) status explained an additional 5% (?R[superscript 2] = 0.05 F[subscript 9,2625] = 59.45, p = &lt; 0.001). The predictive value of several student characteristics changed depending on SPED status, and this was also a significant moderator on grade level (?R[superscript 2] = 0.002 F[subscript 2,2623] = 4.12, p = 0.016). The use of these results in subsequent research is discussed.
Personnel Preparation in Visual Impairment: A Responsive, Individualized Model
Author: Bozeman, Laura A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Models,Visual Impairments,Blindness,Pedagogical Content Knowledge,Teaching Methods,Instructional Effectiveness,Program Descriptions,Outcomes of Education,Resource Centers,Institutional Cooperation,Technical Support,Teacher Education

A key factor in promoting the outcomes described in the mission statement of the National Plan for Training Personnel (NPTP) to Serve Children with Blindness and Low Vision is the teacher. Specifically, knowledge of subject matter tied to national standards along with effective pedagogy can positively influence student learning. For aspiring teachers in the vision profession, access to personnel preparation programs can be a challenge. This report examines the 25-year evolution and outcomes of the University of Massachusetts Boston (UMB's) Vision Studies program and the Northeast Resource Center for Vision Education (NERCVE) based on interpretation and implementation of NPTP recommendations.
A Pilot Investigation of the Perceived Motor Competence of Children with Visual Impairments and Those Who Are Sighted
Author: Brian, Ali S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Pilot Projects,Visual Impairments,Psychomotor Skills,Vision,Children,Physical Activities,Obesity,At Risk Students,Motor Development,Disabilities,Predictor Variables,Comparative Analysis,Physical Activity Level,Self Concept Measures

Because children with visual impairments tend to be inactive, they are 1.5 times more likely to be considered overweight or obese than are their sighted peers. Although some barriers to physical activity have been identified (for example, lack of opportunity and transportation issues); little has been done to empirically identify predictors of physical activity among this population. Given the importance of perceptions of motor competence during the early years of childhood, since it predicts physical activity and motor competence during adolescence, it is critical that perceptions of motor competence for young children with visual impairments are understood. Therefore, the purpose of this preliminary study was to examine the developmental trajectory of perceptions of motor competence of children ages 3 to 13 years, with and without visual impairments.
School Librarian, Teacher Collaborator, and Independent Learner: A Symbiosis for Equitable Education in an Alternative High School
Author: Jaaskelainen, Kristal
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Teacher Collaboration,Independent Study,Nontraditional Education,Futures (of Society),High School Students,Librarian Teacher Cooperation,Partnerships in Education,Library Role,Independent Reading,Learner Engagement,Reading Materials

As the future arrives faster and faster one must ask continually, what do kids actually need from their formal education today and tomorrow? Continuous innovation of method and strategy must be integral to the practice of all teaching professionals. Equitable educators must take a look at the learners in front of them, when and where they stand, and address the needs of each individual. It has never been clearer that teachers cannot know what tomorrow holds for their students--yet they must be the wizards of the future. While they have no magic wand, the two critical opportunities made visible in this article are the processes to: (1) build powerfully honest relationships; and (2) teach students to be independent learners. Teacher collaboration with a future-thinking school librarian makes these processes possible and responsive in an alternative school setting. A struggling reader or literacy-averse high school student rarely walks into a library and browses for a book of choice that will then be read front to back independently. This article offers ways teachers can get high-interest, level-appropriate books into the hands of the students most in need of literacy skill development.
Organizational Mechanisms and Practice of Innovative Talents Cultivation in Local Colleges--A Case Study of Hubei University
Author: Hu, Xin
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Talent Development,College Faculty,College Students,Educational Innovation,Universities,Foreign Countries,Professional Education,General Education,Academic Advising,College Administration,Cultural Activities,Teacher Recruitment,Management Systems,Scientific Research,Models,Guidance,Majors (Students),Moral Development,Advisory Committees,Teaching Methods

The organizational mechanisms of innovative talents cultivation in Hubei University are as follows. Firstly, make top-level design on organizational administration such as improving the organization structure, setting up a committee of teaching instruction, establishing the mechanism of coordinative cultivation. Secondly, carry out a series of management system mainly contain teacher system, tutor system, credit system, and semester system. Thirdly, cultivate innovative talents by ways of cultural activities. The effective experiences on cultivating innovative talents in Hubei University mainly includes: improve the enrolment mechanism, &quot;stage-module-personalization&quot; cultivation model, individualized professional education based on liberal education, tutors leading function in academic guidance.
Ruptured Dreams: Female Students&apos; Talk about Boys as Past &quot;Lovers&quot;
Author: Cassar, Joanne
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Adolescent Attitudes,Females,Dating (Social),Focus Groups,Popular Culture,Music,Gender Issues,Racial Bias,Gender Differences,Interpersonal Relationship,Foreign Countries,Femininity,Masculinity

When romantic encounters come to an end they often evoke a plethora of feelings associated with &quot;breaking up&quot;. This article explores this issue in relation to a number of adolescent girls' views on this topic which emerged during focus group discussions about Eminem's song &quot;Foolish Pride.&quot; The lyrics of this song convey resentment towards an ex-girlfriend and accentuate racial elements which, in the words of the song, could be summed up as &quot;Never date a Black girl because Blacks only want your money.&quot; Data were collected in two school settings, involving female students of different nationalities, in order to discover students' reactions to the provocative lyrics that demonstrate how meanings that surround the end of a romantic relationship are shaped and produced within the intersectionality of gender and race. A diffractive model of analysis is adopted to explore the girls' concerns with the misogynistic tone underlying this rap song. The girls' opposition to boys emerges as a central theme. Underlying this resistance however there was also an affirmation of heteronormative femininity. The girls' perspectives suggest that although students do not passively absorb racialised and heterosexualised constructions of gender, their apprehension of messages mediated through popular media could affirm the gender divide. It could also reinforce estrangements between teenage boys and girls that the media promotes.