ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Resilience in Students at the Intersection of Special Education and Foster Care: Challenges, Strategies, and Resources for Educators
Author: Parker, Parker
Date: 2015-00-00
Type: Journal Articles
Subjects: Foster Care,Special Education,Resilience (Psychology),Teacher Educators,Disabilities,Student Empowerment,Mentors,Teacher Education Programs,Outcomes of Education,Academic Achievement,Students

The purpose of this article is to inform educators (general educators, special educators, teacher educators, and administrators) about ways to teach, advocate for, and empower students with disabilities who are also engaged in the foster care system. The conclusion includes authors' suggestions for how teacher educators might incorporate the information presented here into their programs. Taking cues from the literature in the fields of special education, resiliency, school psychology, social work, and school leadership, the authors offer myriad strategies to educators who may have the following questions: (1) What can I do in my &quot;classroom&quot; to support students who receive special education services and who are in foster care? How can I be a good mentor? What should I teach to foment protective factors within students who are part of this particular population?; (2) What are some things I could do at a &quot;school level&quot; to ensure that stakeholders and educators use time and resources efficiently and effectively to serve youth standing at this intersection? What are some systems I could put into place or refine to improve outcomes?; (3) What can I do to create opportunities for students in foster care who have identified disabilities &quot;to engage with and serve in their own communities?&quot;; (4) How do I begin to navigate my way through the labyrinth of possible actions? What are some salient issues I should consider? Where can I learn more? What are some good resources for me, my students, my colleagues, and other stakeholders with respect to these issues?; and (5) How can teacher educators incorporate information on this topic into teacher education programs? Special education teachers and other educators have both a privilege and a responsibility to meet the unique, and often pressing needs of their students who are in foster care. While this paper provides an overview of some key challenges, successes, and strength-based approaches that teachers can utilize to support the needs of their students in foster care who receive special education services, a wealth of additional information exists. It is recommended that readers continue to explore these valuable resources to further their understanding and familiarity with strength-based approaches and resiliency frameworks, intersections between foster care and special education systems, and successful approaches for teaching, mentorship, and advocacy. Table 1 includes resource information on books, reports, websites, and articles that educators can access to further their research and understanding of these critical topics.
Learning to Lead against the Grain: Dramatizing the Emotional Toll of Teacher Leadership
Author: Cranston, Jerome
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Professional Development,Teacher Role,Academic Achievement,Teacher Effectiveness,Teacher Workshops,Educational Change,Teacher Collaboration,Models,Teacher Education

Tremendous research on teacher leadership over the last decade has revealed both the prevalence of and the imperatives for a model teaching force that can actively participate in school improvement (Harrison &amp; Killion, 2007; Katzenmeyer &amp; Moller, 2001; Leithwood &amp; Riehl, 2003). The highly participative teacher leader paradigm is so prevalent that most graduate level teacher preparation programs have positioned themselves with this distinction, that of preparing teacher leaders, as opposed to merely preparing &quot;teachers&quot; (Nolan &amp; Palazzolo, 2011). This emphasis on preparing teacher leaders is timely for both the programs and the students who will gravitate toward them. There are obviously good reasons to inundate the nation's schools with teachers who are self-reliant, forward thinking, and able to lead and manage changes for the betterment of student learning. Teacher leaders can embody the best thinking about teaching and learning (Leithwood &amp; Riehl, 2003), and that thinking can challenge normative practices at times. This article illustrates a creative approach to supporting the growth of such teachers and offers a methodology that allows them to develop their leadership capacities through ethnodrama (Saldaña, 2005). Through witnessing and performing dramatic scripts that grapple with the cost of going against the grain (Greene, 1978), current and developing teacher leaders are allowed to reflect on others'--as well as their own--experiences and construct a new, critical awareness of the potential challenges facing them as teacher leaders. The authors share their transdisciplinary approach to teacher leadership preparation that fuses strategies and methods from both the theatre arts and teacher leadership preparation. The results of their practical study of dramatizing stories of teacher leadership challenges are summarized herein.
The Role of Collaborative Action Research in Teachers' Professional Development (El papel de la investigación acción colaborativa en el desarrollo profesional docente)
Author: Castro Garcés, Angela Yicely
Date: 2016-00-00
Type: Journal Articles
Subjects: Role,Action Research,Faculty Development,Teacher Collaboration,Qualitative Research,English (Second Language),Second Language Learning,Second Language Instruction,Diaries,Meetings,Inservice Teacher Education,Preservice Teacher Education,Personal Autonomy,Foreign Countries,Teacher Educators,Teacher Attitudes,Student Attitudes,Surveys

Teachers' professional development is a key factor to have more reflective educators capable of working on teams to find solutions to problems that arise in their classrooms. The objective of this study is to analyze the impact that the collaborative planning, implementation, and evaluation of classroom projects, developed through collaborative action research, have in the professional development of in-service and pre-service teachers in a BA in English program. This is a qualitative research study focused on collaborative action research. Data were collected through journals, surveys, and meeting proceedings of collaborative sessions. As a result, it was possible to describe the processes and dynamics generated, as well as the changes perceived, which contributed to the professional development of the participants.
Preparing Teachers to Promote Culturally Relevant Teaching: Helping English Language Learners in the Classroom
Author: Islam, Chhanda
Date: 2015-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Preservice Teachers,Preservice Teacher Education,English Language Learners,Graduate Students,Knowledge Base for Teaching,Methods Courses,Reading Comprehension,Teacher Competencies,Group Discussion,Achievement Gains,Teaching Methods

Graduate students who know strategies for second language acquisition are more prepared to advocate for appropriate instructional accommodations to facilitate engagement of English language learners (ELLs; Daniel, 2008). Obstacles to comprehension for ELLs are decreased when teachers use purposeful tasks that use language productively and meaningfully and identify cultural links to texts. Many graduate students who are certified teachers have voiced concern that they are not well prepared to make appropriate instructional accommodations for ELLs (McIntyre, Kyle, Chen, Munoz, &amp; Beldon, 2010). Thus, it is important for teacher preparation programs to offer opportunities for future teachers to identify how to best plan and deliver instruction to ELLs and prepare them to differentiate instruction in ways that allow ELLs to achieve the literacy needed to succeed in school. Despite the growing body of research-based strategies for use in classrooms, there is little research on how teachers implement literacy instruction for ELL students. In fact, many teachers struggle to implement instructional approaches that have been proven to address the needs of ELL students. Therefore, the purpose of this study was to explore how a graduate reading methods course provides teacher candidates opportunities for reflection and prepares them to differentiate instruction in ways that allow ELL students to achieve the literacy comprehension that is necessary to succeed in school.
Using Cooperative Learning to Foster the Development of Adolescents' English Writing Skills (Incidencia del aprendizaje cooperativo en el avance de adolescentes en la escritura en inglés)
Author: Caicedo Triviño, Paula Andrea
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Middle School Students,Adolescents,Writing Skills,Writing Improvement,Grade 7,Action Research,English (Second Language),Second Language Learning,Writing Attitudes,Expectation,Writing Strategies,Writing Instruction,Instructional Innovation,Questionnaires,Lesson Plans,Observation

Seventh grade teachers at a Colombian public school chose cooperative learning as a strategy to improve student's social performance and as a tool to get learners to enrich their academic level. This article reports on an action research and innovation project focused on the results eight students obtained in their written performance in English classes during three cooperative lessons. This article gathers some existing research on writing skills and cooperative learning and a presentation and analysis about students' real expectations and thoughts about writing in the English language. The systematization of this teaching experience also sheds lights on further actions to analyze closely students' texts construction in a cooperative environment.
An Eclectic Professional Development Proposal for English Language Teachers (Una propuesta ecléctica de formación docente para profesores de inglés)
Author: Chaves, Orlando
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Development,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Foreign Countries,Educational Practices,Focus Groups,Teacher Effectiveness,Surveys,Program Descriptions,Program Development,Diaries,Mixed Methods Research,Profiles,Teacher Characteristics,Teacher Attitudes,Workshops

This article reports a mixed-method research project aimed at improving the practices of public sector English teachers in Cali (Colombia) through a professional development program. At the diagnostic stage surveys, documentary analysis, and a focus group yielded the teachers' profile and professional needs. The action phase measured the program's impact via surveys, evaluation formats, a focus group, researchers' journal, and documentary analysis. Findings revealed that an eclectic approach tailored to the participants' needs and interests and a practice-reflection-theory cycle improved the teachers' quality.
Struggling Authorial Identity of Second Language University Academic Writers in Mexico (La lucha de identidad de escritores académicos universitarios de segunda lengua en México)
Author: Crawford, Troy
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Discourse,Authors,Second Language Learning,Self Concept,Mexicans,Qualitative Research,Chemistry,Laws,Foreign Countries,Learning Processes,Writing Processes,Language Skill Attrition,English (Second Language),Bilingualism,Researchers,Personal Narratives,Interviews,College Faculty

This paper explores the different factors that appear to affect the on-going construction of second language authorial identity in a professional academic environment in Mexico. Through narrative research methodology from a qualitative paradigm, the everyday struggles of two university professors to maintain their professional status in second language writing are explored. The areas of study for these two are chemistry and penal law. With data the learning processes of entering into a community of second language writers are studied as well as the problems they faced and how they resolved them. Finally, the process of negotiating an authorial identity in a second language seems to be a constant underlying struggle composed of a variety of psychological factors.
Strategies Instruction to Improve the Preparation for English Oral Exams
Author: Abad, José Vicente
Date: 2016-00-00
Type: Journal Articles
Subjects: Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Teaching Methods,Test Preparation,Learning Strategies,Scores,Questionnaires,Intervention,Scoring Rubrics,Personal Autonomy,Qualitative Research,Student Attitudes,Foreign Countries,Private Colleges,College Students

This article presents the results of an inter-institutional research study that assessed the impact of strategies instruction on students' preparation for and performance in oral exams. Two teacher-researchers at different universities trained 26 students in their respective B1-English-level courses in using language learning strategies. The study included pre- and post-intervention tests and on-line questionnaires after each oral exam. After comparing the test scores and analyzing the questionnaire responses, we arrived at two main conclusions: First, that strategies instruction, especially in combination with evaluation rubrics, promotes students' autonomy and enhances their oral test performance. Second, that students' use of language learning strategies is influenced by instructional variations tied to the relative importance that teachers ascribe to specific aspects of oral communication.
Voices from the Field of Social Justice Defining Moments in Our Professional Journeys
Author: Marbley, Aretha Faye
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Justice,Teacher Attitudes,Phenomenology,Early Experience,Advocacy,Transformational Leadership,Social Experience,Political Power,Culture Conflict,Social Change,Professional Identity,Career Development,Authors,Counselor Attitudes,Personal Narratives

In the counternarratives shared in this article, the readers will read accounts of day-to-day realities of being a professional that will help prepare them in their professional roles as educators and counselors, in particular, the educational life experiences that influenced their professional development. Each person reflects on their life--as persons and as counselors--and shares a significant life-altering event and salutary moment that influenced who they are as a professional, therapist, and educator, redefining or affirming their oppressed identities (disability, gender, ethnicity, race, age, and sexuality). As authors, they further share how this life experience was educational and how it influenced our professional identity, development, and work as social justice advocates. Their voices convey hope, disappointment, fear, pride, and struggle that makes them unique and yet similar to others in the field. The article also offers affirmation and guidance to those interested in working in the broad field of social justice as researchers, educators, activists, practitioners, or professionals, aimed for those who would appreciate accounts of first-hand experience.
Adult EFL Reading Selection: Influence on Literacy (Procesos de selección de lecturas en estudiantes adultos de inglés como lengua extranjera y su influencia en la habilidad lectora)
Author: Basallo Gómez, Juan Sebastián
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Material Selection,Adult Literacy,English (Second Language),Qualitative Research,Action Research,Learner Engagement,Student Motivation,Reading Habits,Reading Strategies,Reading Comprehension,Student Behavior,Positive Reinforcement,Selection Criteria,Adult Students,Foreign Countries,Observation

This paper is about the impact of systematic reading selection used to promote English as foreign language learning in adult students. A qualitative action research methodology was used to carry out this project. Ten class sessions were designed to provide students an opportunity to select texts according to criteria based upon their language levels and personal/professional interests. The findings align with three categories of influence: motivation, engagement, and contextualization/interpretation of readings. The main objective of this project was to see how the students' text selection processes, guided by systematically designed criteria and elaborated strategies, influenced learning and acquisition in terms of motivation, perceptions, and opinions towards reading in English.
Unanswered Questions in Colombia's Foreign Language Education Policy (Preguntas por responder en la política educativa de lenguas extranjeras en Colombia)
Author: Bonilla Carvajal, Camilo Andrés
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Educational Policy,Language of Instruction,Bilingual Education,Spanish,Bilingualism,Program Descriptions,National Programs,Language Attitudes,Educational History

Following the trend of much of the Western, non-English speaking world, Colombia has tirelessly strived for spreading English education in an effort to augment economic benefits. This paper aims at providing a critical account of foreign language education policy in Colombia, with special attention to English. It outlines the impact of its multiple transitions over the past decades through a historical description that overviews all previous policies, the critical reception by scholars, and present-day initiatives. We then move on to analysing the choice of English as a synonym for bilingualism and conclude with emerging questions that are to be considered for future debates and reassessments of Colombia's English-Spanish bilingual education policy.
Using Critical Discourse Analysis to Understand Student Resistance to Diversity
Author: Tharp, D. Scott
Date: 2015-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Curriculum Design,Teaching Methods,Social Justice,Cultural Pluralism,College Students,Student Attitudes,Workshops,Action Research,Student Diversity

Diversity is a word used by many people with different meanings and interpretations. The differences in the way we understand and use the word &quot;diversity&quot; pose unique challenges for those who do social justice education. Students and educators may not share the same definition, connotation, or beliefs related to the idea of diversity. When educators attempt to teach content related to diversity, these factors become highly relevant. The purpose of this article is to explore college student discourse and resistance regarding the concept of diversity during a required diversity workshop on campus. The author adopts an action research approach, using tools for critical discourse analysis to explore the extent that student discourse regarding the concept of diversity is related to forms of student resistance to learning about diversity and social justice. This article illustrates how critical discourse analysis may provide practitioners deeper insight into student resistance in order to inform curriculum design or facilitation pedagogies.
&quot;Doing School&quot;: Cross Cultural Encounters
Author: Edwards, Viv
Date: 2015-09-00
Type: Journal Articles
Subjects: Vignettes,Elementary School Students,English (Second Language),Second Language Learning,Language Teachers,Asians,Indigenous Populations,Language Variation,Literacy,Foreign Countries,Second Language Instruction,Higher Education,Chinese,Indo European Languages,Native Speakers,Teaching Methods,Cultural Context,College Faculty,Expectation,Parent Attitudes,Student Attitudes,Teacher Attitudes,Power Structure,Cross Cultural Studies,Multilingualism,World Views,Siblings,Role

In this paper, a series of vignettes is used to explore important current challenges in TESOL. These vignettes are drawn from many different settings, including Bengali-, Pahari- and Chinese-speaking children in UK primary schools, speakers of Aboriginal English in Australia and Chinese teachers of English on courses in Higher Education. A number of themes run through these different contexts: What counts as literacy and learning? What are the expectations of the students and, in the case of school children, their parents? How do these differ from those of their teachers? What power issues shape these expectations? In answering these questions, emphasis will be placed on the dangers of &quot;othering&quot; and the importance of syncretic approaches that recognize and build on student experience.
Popular Culture &amp; Globalization: Teacher Candidates' Attitudes &amp; Perceptions of Cultural &amp; Ethnic Stereotypes
Author: McGaha, Julie
Date: 2015-00-00
Type: Journal Articles
Subjects: Popular Culture,Global Approach,Teaching Methods,Social Differences,Civil Rights,Educational Practices,Equal Education,Educational Opportunities,Advertising,Race,Ethnicity,Power Structure,Advantaged,Foreign Policy,History,Mass Media,Correlation,Stranger Reactions,Student Attitudes,Preservice Teachers,Stereotypes,Racial Discrimination,Cultural Context

In order to prepare students with the knowledge, skills, and attitudes necessary to live and work in an interconnected and interdependent world, it is essential they have teachers who understand global processes and can employ a global perspective in the classroom. While globalization can lead to expanded economic markets, increased mass communication, and reduced border restrictions, globalization has also been associated with tensions between those who benefit from global processes and those who are victims of the abuses associated with globalization (human trafficking, poverty, environmental issues, etc.). Given the inequalities which exist along racial, ethnic, and class lines, stressing these concepts as part of larger social, political, and economic forces is important for developing a human rights-based approach for education, which advocates inclusion, equal opportunities, and non-discrimination. In an effort to expose teacher candidates to the manner in which global inequalities transcend national borders, I use a series of international advertisements to highlight the manner in which concepts such as race, ethnicity, power, and privilege are promoted and perpetuated through the media in different areas of the world. Drawing on historic ideologies of colonialism and imperialism, as well as the disparities and xenophobia associated with globalization, these examples depict how contemporary globalization perpetuates discourses of racial and ethnic inferiority.
Seating and Grouping Choices: A Chance for Making Contact
Author: Lin, Isadora Jung-Hsiu
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Experience,Undergraduate Students,Peer Relationship,English (Second Language),Asians,Social Capital,Social Networks,Student Diversity,Friendship,Interpersonal Competence,Semi Structured Interviews,Classroom Environment,Group Dynamics

This paper discusses how international students negotiated their chances for making contact with other students in higher education and how such effort affected their educational experiences in Australia. In the past few decades, international students have formed part of the increasingly diverse multicultural student population in Australian higher education. Still, there are concerns about impacts of cultural diversity on pedagogical interactions. The data presented here were drawn from a larger interview study on first year EAL international students' educational experiences in an Australian university. The interviews were interpreted through Pierre Bourdieu's sociological concepts of field and capital. The analyses showed that EAL international students were strategic about selecting seats and group members in the classroom to enable meaningful interactions with peers. The paper concludes with pedagogical implications for optimizing students' chances for experiences of diversity, including making contact with linguistic and cultural others.