ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Mathematics Teachers for Elementary High-Poverty Schools: Perceptions and Suggestions from Preservice Teachers
Author: McKinney, Sueanne E.
Date: 2007-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Practicums,Teacher Effectiveness,Mathematics Teachers,Mathematics Instruction,Poverty,Elementary School Teachers,Elementary School Mathematics,Cultural Pluralism,Knowledge Base for Teaching,Teacher Competencies,Urban Schools

The National Council of Teachers of Mathematics articulates an ambitious vision of a high-quality mathematics program. Achieving this vision requires competent and knowledgeable teachers who can support all students in learning mathematics concepts with understanding. Effective mathematics teachers are especially needed for high-poverty schools since low-income students score below their peers in all mathematics content areas. This study documents the perceptions of preservice teachers who completed a mathematics practicum experience in an urban elementary school. Problems are identified and suggestions offered by the preservice teachers as they strived to develop into effective mathematics educators at urban high-poverty schools. (Contains 3 tables.)
Resilience Development of Preservice Teachers in Urban Schools
Author: Roselle, Rene
Date: 2007-00-00
Type: Journal Articles
Subjects: Student Teaching,Preservice Teachers,Urban Schools,Teaching Experience,Resilience (Psychology),Teacher Persistence,Teacher Education,Qualitative Research

Retention of teachers in urban schools continues to plague public schools. Could universities increase the likelihood that teachers will stay in urban schools longer by preparing them for some of the adversities they may face and helping them develop resilience in relation to these challenges? Could we produce resilient educators before they embark on their career path? The purpose of this qualitative study is to gain an understanding of the lived experiences of two preservice teachers in urban student teaching placements. It extends the research of Sagor (1996) and Bernshausen and Cunningham (2001) and applies the concept of Competence, Belonging, Usefulness, Potency and Optimism (CBUPO) to an urban student teaching experience.
Urban Teachers Examine Reading Instruction through Culturally Responsive Pedagogy
Author: Shealey, Monika Williams
Date: 2007-00-00
Type: Journal Articles
Subjects: Reading Instruction,Instructional Effectiveness,Urban Schools,Urban Teaching,Ethnic Diversity,Federal Legislation,Accountability,Politics of Education,Focus Groups,Teaching Methods,Culturally Relevant Education,Elementary Education,Teacher Expectations of Students

What constitutes effective reading instruction for urban and ethnically diverse learners has been the topic of a great deal of debate. Particularly, during this time of sweeping mandates and increased calls for accountability. The response from urban schools to The No Child Left Behind Act (NCLB) serves as the backdrop for this paper which will examine reading instruction through the eyes of four urban elementary teachers. Data were collected through interviews, observations, focus groups, and document analysis. Findings address the impact of teachers' culturally responsive approach to reading acquisition, the implementation of research-based culturally responsive reading instruction strategies, and the role of race, culture and language in teaching and learning.
Risk and Urban School Transition in Early Adolescence
Author: Ward, Sharon
Date: 2007-00-00
Type: Journal Articles
Subjects: Urban Schools,At Risk Students,Early Adolescents,Student Adjustment,Grade 6,Psychological Patterns,Interpersonal Competence,Comparative Analysis,Middle School Students,Elementary School Students,Self Concept,Academic Achievement,Behavior Problems,Educational Policy

This is a comparison study of 244 early adolescents attending sixth grade at either an urban elementary school or an urban middle school. Utilizing four data collection instruments, it compares the adolescent groups' degrees of loneliness, levels of positive self-concept, academic competence, problem behaviors, and social skills. Results indicate that, when compared to the comparison group, the at-risk students present higher levels of loneliness and problem behaviors and lower levels of academic competence, self-concept and social skills across both school contexts. The results are relevant to school adjustment and success as well as providing support for local policy decisions when transitioning students to middle school. (Contains 3 tables.)
Principals' Perceptions of Educational Change: Critical External Agent Support to K-12 Schools
Author: Warren, Susan
Date: 2007-00-00
Type: Journal Articles
Subjects: Urban Schools,Elementary Secondary Education,Focus Groups,Educational Change,Principals,School Support,Technical Assistance,Case Studies,Interviews,Professional Development,Partnerships in Education,Administrator Attitudes,Program Effectiveness,Social Support Groups,Social Capital,Educational Legislation,Change Agents,Change Strategies

This research reveals the type of support that is imperative for principals working with external agents in low-performing urban schools as required by federal and state legislation. Nine principals, in four urban districts, two aided by one external agency and seven aided by another, were followed in year-long case studies. Mixed methods for data collection, including interviews, school site visits, professional development evaluations, surveys, and focus groups, were used along with anecdotal material. The results provide insights for school districts, external agents, and principals seeking to maximize the support they receive in response to the urgent need to accelerate and maintain student achievement.
A Vision to Serve: The Experiences of Five African American Urban Teacher Leaders
Author: Watson, Allyson
Date: 2007-00-00
Type: Journal Articles
Subjects: African Americans,Urban Schools,Females,Teacher Leadership,Goal Orientation,Urban Teaching,Interviews,Educational History,Vignettes,Urban Areas

History denotes a small number of African-Americans have held leadership roles in educational public and private school systems across the country. However, during the last decade black women have pioneered and forged new frontiers as educational as leaders within urban schools. Because of these contributions, more should be known regarding the visions that motivate such women, specifically as it relates to urban leadership and teaching. This phenomenological study examines the visions of African-American women urban teacher leaders who seek administration within urban schools early in their careers and also discovers how others may be so encouraged. (Contains 1 table and 1 figure.)
A Bumpy Journey to Culturally Relevant Pedagogy in an Urban Middle School: Are We There Yet?
Author: Rozansky, Carol Lloyd
Date: 2010-00-00
Type: Journal Articles
Subjects: Evidence,Classroom Techniques,Urban Schools,Middle Schools,Culturally Relevant Education,Cooperation,Metacognition,Reading Teachers,Case Studies,Qualitative Research,Teaching Methods,Critical Reading,Critical Theory,Researchers

Culturally relevant pedagogy (CRP) offers the promise of increased success for underserved students in urban schools. This qualitative case study examines a middle school reading teacher's understandings and implementation of CRP and the researcher's supportive role over a three-semester collaboration. Two categories of results are described: evidence of the teacher's increasing CRP and tensions in the collaboration. Increased CRP was evidenced by the teacher's enhanced emphasis on high expectations, metacognitive strategies, critical literacy, and units connected to students' cultures. Tensions included sporadic meetings, overlooked prerequisite instruction, ignored supportive materials, and problematic classroom management. Implications are included.
College Readiness for All: Assessing the Impact of English Professional Development on Teaching Practice and Student Learning
Author: Hafner, Anne
Date: 2010-00-00
Type: Journal Articles
Subjects: High Schools,Urban Schools,College Readiness,College Bound Students,Prevention,Student Needs,Remedial Instruction,College Preparation,Inservice Teacher Education,Secondary School Teachers,Reading Instruction,Writing Skills,Reading Writing Relationship,Student Motivation,Student Surveys,Research Methodology

This article examines the effects of a statewide effort to reduce college remediation rates by training high school teachers and providing them with an expository reading and writing curriculum. The authors rely on mixed methods, including observations, teacher and student surveys, and test data from urban high schools. Findings suggest that the program, now used in over 250 schools in California, improved student motivation and reading and writing skills and teacher confidence and skills. Findings suggest the benefits of a systematic K-16 partnership to empower urban high school literacy offerings to reduce college remediation rates. (Contains 1 table, 1 figure and 1 footnote.)
What's the Purpose?: How Urban Adolescents of Color Interpret and Respond to Noble and Ignoble Purposes Constructed in Media Texts
Author: Staples, Jeanine M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Adolescents,Urban Areas,Minority Groups,At Risk Persons,Academic Failure,Literacy,Mass Media,Nontraditional Education,Participant Observation,Interviews,Surveys,African American Students,Diaries,High School Students

This research examines how urban adolescents of color who are placed at risk of academic and social failure interpret and respond to noble and ignoble purposes constructed in media texts. Drawing from New Literacy Studies, which provide impetuses for educators and researchers to explore youth's literacy practices and media engagements as they occur and evolve in alternative teaching/learning contexts, this study uses participant observations, semi-structured interviews, and participant journals to determine youth's conceptions of purposes. These interpretive methods provide data sets that show how this particular group of youth are, or are not, responsive to noble and ignoble purposes. A Stanford Center on Adolescence 2008 "Youth Purpose Research Award" funded this research. (Contains 4 footnotes.)
Renewing Urban Education: Learning Cycles and the Pedagogy of Possibility
Author: Naiditch, Fernando
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Education,Urban Population,Student Diversity,School Role,Learning Processes,Grouping (Instructional Purposes),Cooperative Learning,Interdisciplinary Approach,Educational Experience,Individualized Instruction,Educational Change,Time Factors (Learning),Educational Innovation,Models,Perspective Taking,Instructional Program Divisions,Homogeneous Grouping

Learning cycles were developed in Brazil as an innovative project in order to address the needs and characteristics of the country's growing heterogeneous urban population. This new school model aims at reducing dropout rates and student failure as well as providing a non-interrupted school experience for diverse learners. In this article, the author describes and analyzes the main elements of learning cycles and compares them to the traditional grade system. The model may not have immediate application in the American educational system, but it does force us to consider urban education from a different and renewed perspective, particularly given socio-economic disparities in society and a growing culturally and linguistically diverse student population.
A Qualitative Study of the Teaching of Modern Greek in Western Australia under the &quot;Seconded Teachers from Greece Scheme&quot;: Implications for Other Similar Schemes
Author: Evangelinou-Yiannakis, Angela
Date: 2011-11-00
Type: Journal Articles
Subjects: Foreign Countries,Greek,Qualitative Research,Second Language Instruction,Teaching Methods,Conflict,Stakeholders,Cooperation,Educational Policy,Educational Practices

The aim of the study reported in this paper was to develop an understanding of how the key stakeholders in Western Australia (WA) &quot;dealt with&quot; the teaching of Modern Greek (Greek) as a second language under the &quot;Seconded Teachers from Greece Scheme&quot; (STGS). It addressed a deficit in research in the field not only in relation to WA, but Australia-wide. We report that the stakeholders moved through three stages, namely, the stage of idealism, the stage of conflict, and the stage of cooperation. The study has implications for the development of policy, practice, and future research for the STGS and other similar schemes.
Teacher Education to Meet the Challenges Posed by Child Sexual Abuse
Author: Mathews, Ben
Date: 2011-11-00
Type: Journal Articles
Subjects: Sexual Abuse,Child Abuse,Social Environment,Teacher Education,Preservice Teacher Education,Teaching Methods,Legal Responsibility,Legislation,Training,Questionnaires,Teacher Attitudes,Children,Adolescents,Primary Education,Teachers

The phenomenon of child sexual abuse has significant implications for teachers' pre-service training and professional development. Teachers have a pedagogical role in dealing with abused children, and a legal and professional duty to report suspected child sexual abuse. Teachers require support and training to develop the specialised knowledge and confidence needed to deal with this complex context. This article explains the social context of child sexual abuse, its health and educational consequences, and the legal context, showing why teachers require this specialised training. It then reports on findings from an Australian study into the amount of training received by teachers about child sexual abuse, and teachers' satisfaction with that training. Results have implications for teacher training strategies in pre-service and in-service settings. (Contains 6 tables.)
In-Service Teacher Education and Scholar Innovation: The Semantics of Action and Reflection on Action as a Mediation Device
Author: Pereira, Fatima
Date: 2011-11-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Educational Change,Personal Narratives,Teacher Attitudes,Semantics,Educational Practices

This paper presents and discusses the results of a research project in Education Sciences, which aimed at identifying and understanding the effects of in-service teacher education carried out in schools, on the educational practices of a school of the 1st Cycle of Basic Education (CBE). The training was organized with small project groups consisting of six teachers and a trainer, and lasted three years. The present study analyzed the narratives of the educational practices of teachers and of reflection in small groups, from one of the Project groups. The analysis highlighted the importance of the semantics of action and reflection upon action as devices for mediating the training and the changes in individual and collective educational practices. (Contains 2 tables.)
Improving Teacher Education Programs
Author: Harding, Kelly
Date: 2011-11-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Educational Change,Master Teachers,Vocational Education,Educational Improvement,Professional Development,Teacher Persistence,Educational Practices,Stress Variables,Teaching Experience,Beginning Teachers,Teacher Attitudes,Foreign Countries

In this paper, the authors review current practices in pre-service teacher education. They suggest that radical improvements are possible and that, if practiced, would help mediate many of the pressures young teachers face. To do so, the authors: 1) outline the experiences of young teachers to consider how teachers might thrive in a difficult vocation; 2) share recent research in the area of in-service teacher professional learning (including their own) as a way to inform teacher education programs; and 3) to use these research findings to suggest possible changes and improvements to pre-service teacher education programs. Synthesizing the research, the authors generate a &quot;To Do List&quot; of activities they believe should become part of pre-service education programs. They believe such instruction can become essential career foundations for teachers that would help build Master Teachers, would help stem the exodus from teaching, and would help our teacher education programs begin to educate teachers for the wellness of long and healthy careers.
Building Consensus toward a Shared Purpose: A Profile of President David Gray
Author: Dessoff, Alan
Date: 2011-00-00
Type: Journal Articles
Subjects: Administrator Education,Higher Education,Facilities Management,Profiles,Presidents,Professional Associations,Career Development,Change Strategies,Institutional Mission,Organizational Change,Organizational Objectives

The author presents a profile of APPA president David Gray. One might say that David Gray's path into higher education facilities management was anything but traditional. Today, Gray is the assistant vice president of facilities services at Middle Tennessee State University. His professional career, however, actually began in banking. In 1993 he was working in Murfreesboro Tennessee. As a local banker and president of the Chamber of Commerce, he had become familiar with Middle Tennessee State University (MTSU). It was MTSU's vice president of business and finance, Duane Stucky, who introduced Gray to the idea of working in higher education and ultimately in facilities management. Gray's introduction to APPA began with a professional connection with the University of Missouri-Columbia and Alan Warden, then vice chancellor of facilities and an active APPA member. This connection was the genesis for a serious facilities management education marked by peer-to-peer mentoring and exposure to various APPA technical programs. His platform as APPA's President-Elect stated that he would center on "a strong commitment to continue the technical, knowledge-based educational program offerings" of APPA with "a focus on equipping facilities professionals and personnel in the areas of leadership and communications--leading to increased credibility and greater influence within the critical decision-making processes on campus."
Jack Colby Continues Stellar Legacy of APPA Fellows
Author: Thaler-Carter, Ruth E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Facilities Management,Leadership,Career Development,Change Agents,Profiles,Recognition (Achievement),Fellowships,Research Projects,Work Ethic,Change Strategies,Organizational Change,Educational Facilities Improvement,Professional Associations

This article profiles 2011 APPA Fellow Jack K. Colby, assistant vice chancellor for facilities operations at North Carolina State University. Colby has a history of nonstop service to his profession and to APPA that makes that ever-active, never-stop rabbit look like a piker. Like previous APPA Fellows, Colby could easily rest on his laurels of service to the association and profession, but instead continues to give generously of his skill and intellect to both. Colby's research project for his APPA Fellow designation involved the development and implementation of the annual APPA Thought Leaders Series. In his 34 years as an APPA member, Colby has held several key leadership positions in APPA, the most notable being that of President in 2005-06. He also served in two other major elected officer roles: as Vice President for Professional Affairs and chair of the Awards & Recognition Committee; and APPA Secretary-Treasurer and chair of the Membership Committee, which is unprecedented. He graduated from the Institute for Facilities Management in 1996 and the Leadership Academy in 2006.
Practical Innovations Mark the 2011 Effective &amp; Innovative Practices Award Winners
Date: 2011-00-00
Type: Journal Articles
Subjects: Productivity,Recognition (Achievement),Energy Management,Innovation,Educational Practices,Awards,Measurement,Audits (Verification),Outreach Programs,Civil Engineering,Educational Principles,Laboratories,Evaluation Criteria,Creativity,Performance Technology,Facilities Management

APPA's Effective &amp; Innovative Practices Award continues to highlight the best of the most creative and practical programs and processes that enhance and transform service delivery, lower costs, increase productivity, improve customer service, generate revenue, or otherwise benefit an educational institution. This article features five 2011 award-winning programs which focus on LEED measurement and verification; energy management outreach; a roadways and walkways treatment process; cost-saving lean principles; and laboratory energy retrofits. Up to five Effective &amp; Innovative Practices Award submissions are eligible each year for a cash award of $4,000, generously sponsored since the award's inception by Sodexo Campus Services. Entries are judged by APPA's Professional Affairs Committee and are based on: 1) institutional benefit; 2) innovation and creativity; 3) portability and sustainability; 4) management commitment and employee involvement; and 5) documentation, analysis, customer input, and benchmarking. The five successful schools that received special recognition and a check at the APPA 2011 conference in Atlanta last July are: (1) Georgia Institute of Technology; (2) Medaille College; (3) Purdue University; (4) San Diego Community College District; and (5) University of California Irvine.
Cutting Costs and Improving Outcomes for Janitorial Services
Author: Campbell, Jeffery L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Sanitation,Educational Facilities Improvement,Cost Effectiveness,Innovation,Best Practices,Case Studies,Change Strategies,Facilities Management

Recent research reveals that janitorial services account for nearly 30 percent of facility budgets, which translates into billions of dollars annually. With janitorial services consuming such a large share of budgets, other industry findings are alarming. Most cleaning systems: 1) have no quantifiable standards; 2) are based solely on appearance; 3) have little or no method of measuring effectiveness and performance; 4) are not based on actual research; and 5) are driven by chemical and equipment manufacturers. In an industry that has been around as long as public buildings themselves, janitorial methods have seen little progress. As a matter of fact, most janitors today use the same tools and processes that were used 50 years ago. With the current tight economy where every facet of business has had to become more accountable, the cleaning industry continues to lag behind. However, some innovative approaches are being introduced that efficiently manages janitorial services by utilizing measurable standards and up-to-date business practices. The author presents case studies that highlight four universities (University of Massachusetts, University of Michigan, University of North Carolina, University of Texas at Austin) that have implemented these practices. Not only have these universities improved their overall cleanliness, but they have experienced significant savings.
Exceeding Expectations
Author: Cannon, John
Date: 2011-00-00
Type: Journal Articles
Subjects: Facilities Management,Expectation,Emotional Intelligence,Business Skills,Change Strategies,Program Effectiveness,Program Administration

Awareness of expectations is so important in the facilities business. The author's experiences has taught him that it is essential to understand how expectations impact people's lives as well as those for whom they provide services for every day. This article presents examples and ideas that will provide insight and ideas to help educators understand and manage expectations in their lives and in the environment where they work.