ethanporcaro/eric-fulltext-meta huggingface dataset:
The Future of Basic Writing
Author: Otte, George
Date: 2010-00-00
Type: Journal Articles
Subjects: Basic Writing,Remedial Programs,Higher Education,Academic Standards,Remedial Instruction,At Risk Students,Educational Opportunities,Politics of Education

In this article, we assess the status of basic writing early in the twenty-first century. Beginning with a discussion of the attacks on BW that intensified during the 1990s and early 2000s--attacks that originated from such diverse sources as state legislatures, university officials, and BW scholars themselves--we go on to summarize the responses to these attacks in the form of modified BW programs and practices. What does the future hold for basic writing and basic writers? There are no clear answers to this question. But the recent influx of increasing numbers of non-traditional students to the nation's colleges and universities indicates that the need for basic writing and other compensatory programs will increase substantially in the years to come. And research suggests that, in the long run, providing access to higher education along with appropriate forms of academic support such as basic writing pays off for individuals and for society.
Teaching Basic Writing in a Web-Enhanced Environment
Author: Stine, Linda J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Theories,Basic Writing,Distance Education,Online Courses,Writing Instruction,Computer Assisted Instruction,Teaching Methods,Academic Achievement,Higher Education,Information Technology,Reflective Teaching

Remarkably little has been published on what works or does not work in online basic writing (BW) instruction. Internet-based learning is not a natural fit for BW students, and instructors planning hybrid or distance learning courses face a difficult task, with little theory to guide them. This article reviews current research and advice on three key questions about web-based learning in general: how online learning affects the teaching role, what kinds of assignments are appropriate to this medium, and how teachers can best promote the sort of student self-reflection important to academic success. BW teachers are encouraged to consider carefully how best to translate general Web-based teaching/learning theory into praxis tailored to their specific students and then to share the results, so that their questions, their experiences, and the experiences of their students begin to play a larger role in the online education debate. (Contains 3 notes.)
Expanding Definitions of Academic Writing: Family History Writing in the Basic Writing Classroom and Beyond
Author: Rankins-Robertson, Sherry
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Academic Discourse,Writing (Composition),Family (Sociological Unit),Writing Instruction,Student Research,Assignments,Teaching Methods,College Freshmen

Narrow definitions of academic writing often do not serve students well because they ignore the rhetorically situated and social bases for writing and the potential role of writing to span the personal, professional, and civic areas of students' lives. Broadening school-sponsored writing to include writing about family can help students to see the relevance of writing to their lives outside of school. Further, writing about family can encourage students to reflect critically on their conceptions of family, often coming to see family as a more complex construct. Using the topic of family in writing courses provides opportunities for students to engage in non-threatening primary and secondary research and involves students in writing that is multimodal, cultural, academic, and public. This article describes some activities and assignments that help writers to explore the concept of family. (Contains 1 note.)
Realizing Distributed Gains: How Collaboration with Support Services Transformed a Basic Writing Program for International Students
Author: Mohamad, Mutiara
Date: 2010-00-00
Type: Journal Articles
Subjects: Basic Writing,Writing (Composition),Laboratories,English for Special Purposes,Foreign Students,College Students,Educational Cooperation,Academic Support Services,College Second Language Programs,Models

As part of a broad, campus-wide Writing Initiative designed to improve student-writing skills, Fairleigh Dickinson University opened a new campus writing center in fall 2006. Concurrently, a separate component of this initiative was launched to replace the English for General Purposes instruction offered in the traditional English as a Second Language program with English for Specific Purposes, which provides non-native English speakers with discipline-specific instruction to improve their English proficiency. The newly appointed directors of these programs--the authors of this article--found themselves in a fortuitous collaboration that organically shaped the services each delivered. This collaboration eventually resulted in a basic writing model permutation that speaks to current trends in the field. This article (1) provides the developmental history of our collaboration, (2) describes the model of basic writing that emerged at our institution, which although specifically designed for students who are non-native English speakers has practical implications for all basic writers; and (3) demonstrates how campus support services provide students with the means for sustainable success beyond the classroom by extending the learning community. (Contains 2 notes.)
More Talk about &quot;Basic Writers&quot;: A Category of Rhetorical Value for Teachers
Author: VanHaitsma, Pamela
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Basic Writing,Case Studies,Universities,Writing Instruction,Interviews,College Faculty,Undergraduate Students,Teacher Attitudes,Data Analysis

This article recuperates the notion of &quot;strategic value,&quot; but to new ends: rather than arguing whether or not basic writing should continue, this case study looks to one institution where it does, asking what value the category &quot;basic writer&quot; holds for teachers at this site. On the one hand, they confirm the existing scholarship's critiques of the category's strategic limitations. At the same time, they maintain its potential value when leveraged as a tactic to argue for resources for students, attempt to understand students, and articulate a view of teaching as in service of social justice. Given these tensions between problematic and productive uses of the term &quot;basic writer,&quot; debates about basic writing's existence would be better served if they shifted away from wholesale critique or defense and instead grappled with more rhetorical questions about value for particular institutions or programs at specific moments in time. (Contains 5 notes.)
Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools
Author: Archambault, Leanna
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Educators,Pedagogical Content Knowledge,Teacher Attitudes,Feedback (Response),Teacher Education Programs,Teaching Methods,Instructional Effectiveness,Educational Technology,Technology Integration,Internet,Instructional Design,Computer Uses in Education,Computer Mediated Communication,Teacher Educator Education,Faculty Development,Questionnaires,Program Descriptions,Social Networks

This paper discusses the outcomes of a professional development project offered to faculty of Arizona State University's College of Teacher Education and Leadership. The goal of this project was to assist instructors with progressing technologies and to help them transform their pedagogy to leverage the affordances provided through the integration of Web 2.0 tools. Through the redesign of an instructional unit to incorporate social networking, instructors experienced positive outcomes. Findings suggest that the benefits of integrating social networking tools used in a meaningful way while carefully considering how they fit within specific content areas and teaching methodologies included increased feedback for students and a more student-centered approach to teaching. These are important considerations for teacher education programs of the 21st century. (Contains 1 table and 2 figures.)
Interactive Videoconferencing: Connecting Theory to Practice for Preservice Teachers
Author: Kent, Andrea M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Teachers,Master Teachers,Reading Instruction,College School Cooperation,Preservice Teacher Education,Preservice Teachers,Methods Courses,Computer Uses in Education,Interactive Video,Teleconferencing,Protocol Materials,Student Surveys,Teacher Attitudes,Student Attitudes,Theory Practice Relationship,Program Effectiveness,Program Evaluation

The purpose of this work is to examine using interactive videoconferencing (IVC) to provide preservice teachers with a model of exemplary reading instruction to transfer their learning and implement effective reading instruction. The program was facilitated by university professors and carried out though frequent interactions between preservice teachers and a number of master teachers employed in public school classrooms. The program's success was based upon the extent to which IVC was considered helpful to preservice teachers attempting to link theory to practice. Data from this program evaluation suggest that, when using IVC technology to prepare new teachers to become more effective reading teachers, teacher candidates expressed improvements in both their ability to, and confidence for, providing better reading instruction. Based on this program evaluation, we the researchers postulate that IVC may be a powerful tool for helping prepare new teachers to meet the  many challenges inherent in teaching today. (Contains 5 tables.)
Participant-Directed Evaluation: Using Teachers' Own Inquiries to Evaluate Professional Development in Technology Integration
Author: Ham, Vince
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Evaluation Methods,Professional Development,Action Research,Computer Uses in Education,Instructional Effectiveness,Program Effectiveness,Program Evaluation,Information Technology,Distance Education,Foreign Countries,Inservice Teacher Education

Considering the high levels of time and money invested in teacher professional development programmes in information technologies over recent decades, questions arise as to  how effective these programmes have been and by whose lights we are to judge. Based on a critical review of the evaluations of several of our own action-research-based professional development programmes in technology integration, this article asks three basic questions about those evaluation processes and, ultimately, about evaluation design itself in such contexts. What specifically should evaluations of professional development in technology integration look at? What should they look for? And who is best located to do the looking? It also considers how our answers to these questions might be adequately represented in a conceptual model for the evaluation of professional development programmes in technology integration. (Contains 4 figures.)
Equipping the next Generation of Teachers: Technology Preparation and Practice
Author: Gronseth, Susie
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Technology Integration,Educational Technology,Teacher Educators,Internet,Teacher Attitudes,Questionnaires,Teacher Education Curriculum,Interviews,Grounded Theory,National Surveys,Computer Assisted Testing

Prior research has indicated that all U.S. teacher preparation programs provide instruction on technology integration within coursework and related requirements. This study  provides a more detailed investigation into the types and content of technology experiences U.S. teacher preparation programs offer teachers in training. The researchers analyzed data obtained from an online questionnaire, interviews, and artifacts to understand the differences among programs in regard to technology experiences. Eighty percent of respondents indicated all or some of their programs required a standalone educational technology course. Personal productivity and information presentation were the most commonly reported topics taught in all programs. This article also discusses limitations of the study and areas of future research. (Contains 4 tables and 1 figure.)
How Asynchronous Discussion Boards Mediate Learning Literacy Methods Courses to Enrich Alternative-Licensed Teachers' Learning Experiences
Author: Ajayi, Lasisi
Date: 2010-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Attitudes,Asynchronous Communication,Computer Mediated Communication,Methods Courses,Reading Instruction,Literacy Education,Web Based Instruction,Teacher Education,Teacher Effectiveness,Teaching Methods,Technology Uses in Education

This study explores alternative-licensed teachers' views of how an asynchronous discussion board mediated their preparation to teach literacy through methods courses. Forty-four alternative-licensed teachers were taught literacy teaching methods using the asynchronous discussion board as a tool of extending learning. Each participant responded to a survey and wrote a six-page refection to summarize his/her views of the role of the asynchronous discussion board in learning to teach literacy. The findings indicated that the asynchronous discussion board is a potentially useful means for structuring and supporting certain effective teaching/learning practices. The rubric/structure set up for discussion board interactions allowed participants to use the technology to refine, appropriate, and extend learning and mediate intertextual and hypertextual links to disparate texts. In addition, the complement of discussion in the courses motivated the participants to use the technology as a social space for adaptation of multiple voices, consideration of alternative perspectives, and facilitation of dialogical interactions that resulted in dynamic social knowledge constructions. This article includes a discussion of the implications of the findings. (Contains 5 tables.)
Concerns, Considerations, and New Ideas for Data Collection and Research in Educational Technology Studies
Author: Bebell, Damian
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Technology,Educational Research,Educational Researchers,Research Methodology,Surveys,Research Design,Data Collection,Definitions,Technology Uses in Education,Teaching Methods

In the following pages, we examine some common methodological challenges in educational technology research and highlight new data collection approaches using examples from the literature and our own work. Given that surveys and questionnaires remain widespread and dominant tools across nearly all studies of educational technology, we first discuss the background and limitations of how researchers have traditionally used surveys to define and measure technology use (as well as other variables and outcomes). Through this discussion, we introduce our own work with a visual analog "sliding" scale as an example of a new approach to survey design and data collection that capitalizes on the technology resources increasingly available in schools. Next, we highlight other challenges and opportunities inherent in the study of educational technology, including the potential for computer adaptive surveying, and discuss the critical importance of aligning outcome measures with the technological innovation, concerns with computer-based versus paper-based measures of achievement, and the need to consider the hierarchical structure of educational data in the analysis of data for evaluating the impact of technology interventions. (Contains 2 tables, 1 figure, and 1 footnote.)
Connecting Instructional Technology Professional Development to Teacher and Student Outcomes
Author: Martin, Wendy
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Achievement,Program Implementation,Program Effectiveness,Educational Technology,Faculty Development,Computer Uses in Education,Computer Literacy,Teacher Competencies,Observation,Elementary School Teachers,Lesson Plans,Student Characteristics

This article presents findings from an evaluation of an instructional-technology professional development (PD) program that uses many practices advocated by PD experts. In this multiphase evaluation, evaluators examined the program, determined whether variations in program implementation had an impact on teacher outcomes, and then looked at whether variations in program implementation and teacher outcomes had an impact on student achievement. We found that greater PD fidelity was associated with higher-quality lesson plans and higher student achievement. This evaluation suggests that instructional-technology PD that is closely aligned to a program's core conceptual foundations can lead to positive teacher and student outcomes. (Contains 10 tables and 2 footnotes.)
A Tablet Computer for Young Children? Exploring Its Viability for Early Childhood Education
Author: Couse, Leslie J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Children,Computer Uses in Education,Educational Technology,Young Children,Age Differences,Freehand Drawing,Computer Literacy,Technology Integration,Recall (Psychology),Focus Groups,Teacher Attitudes,Affective Behavior

This study explored the viability of tablet computers in early education by investigating preschool children's ease in acclimating to tablet technology and its defectiveness in engaging them to draw. A total of 41 three- to six-year-old children were videotaped while they used the tablets. The study found significant differences in level of tablet use between sessions, and engagement increased with age. Teachers reported high child interest and drawings as typical to above expectation. Children quickly developed ease with the stylus for drawing. Although technical issues in learning this new technology were encountered, children were interested and persisted without frustration. What seems to matter for children's learning is the ways teachers choose to implement this technology. (Contains 5 tables and 5 figures.)
The History of Urban Gifted Education
Author: VanTassel-Baska, Joyce
Date: 2010-00-00
Type: Journal Articles
Subjects: Urban Education,Academically Gifted,Biographies,Educational History,Educational Research,Program Effectiveness,Program Development,Public Schools,Student Needs

The history of the world could be told through countless biographies, as Carlyle said, and these biographies undoubtedly would represent gifted individuals and their contributions at different times in different cultures of the world. The Greeks and Romans recognized the value of talent, as did the tribes of the Bible, responding to the parables told by Jesus. The Chinese Dynasties and Confucius as a scholar saw value in educating those from all social strata according to their talents. And the history of the world and these societal contributions have occurred predominantly in cities, as Arnold Toynbee has noted in his text &quot;Cities of Destiny.&quot; Thus, it is not surprising that cities are where gifted education began, from Hollingworth's Speyer School experiment in New York City on the East Coast, to Terman's efforts on the West Coast in large cities like San Diego, to the work of others in large Midwestern cities. Early research in gifted education was conducted in these urban sites. This article chronicles the history and evolution of urban programs in three sites--Chicago, New York, and San Diego--to profile the extensive efforts that have preceded the work in this field today and to illustrate the extensiveness of those efforts to focus on this population of learners within their largest and most diverse national settings. (Contains 1 figure.)
From High Potential to Gifted Performance: Encouraging Academically Talented Urban Students
Author: Reis, Sally M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Urban Schools,Academically Gifted,Talent,Emotional Adjustment,Urban Areas,Talent Development,Superintendents,Access to Education,Counties,Educational Philosophy,Educational Strategies

Academically talented students in many urban areas in the authors' Northeastern corner of the county have limited access to gifted and talented programs due to lack of funding and attention focused on students who are achieving well below grade level. In the city of Hartford, for example, no gifted program has been available for more than a decade, and teachers and administrators acknowledge that the needs of many high-potential and gifted students often are not met in classrooms. In fact, the Renzulli Academy emerged from an initiative of the Assistant Superintendent with the full support of the Superintendent, Dr. Steven Adamowski. The creation of the Renzulli Academy is the result of this awareness and the collaborative effort between Assistant Superintendent Miriam Morales-Taylor and Sally Reis, professor and researcher in gifted education and talent development at the Neag School of Education, University of Connecticut. Over the course of several months, a preliminary plan was developed for the curriculum and instruction that would guide the program, as well as its organization. This article briefly describes the academy, its philosophy and model, social and emotional adjustment of the students, curriculum and instructional programming, strategies that worked, and changes and modifications.
Stop School Bullying: A Tale of Two Girls
Author: Hargrove, Kathy
Date: 2010-00-00
Type: Journal Articles
Subjects: Bullying,Females,Student Behavior,Academically Gifted,Peer Relationship,School Role,Aggression,Teacher Role,Parent Role

The headlines were shocking: "Nine Teens Charged With Bullying in Girl's Suicide." The details were difficult to read and even more troubling to think about. Unfortunately, bullying behavior is not just an adolescent phenomenon. Patricia Shuler remembered being in a second-grade classroom when a normally quiet boy screamed out, "Shut up! Stop humiliating me! Stop before I destroy you!" The eruption occurred because his classmates first teased him about reading all the time and then tattled to the teacher that he wasn't doing his work--work he had mastered 2 years before in kindergarten. All too often, as in this case, it's a gifted child who is a victim. Sylvia Rimm noted that when gifted kids are bullied based on their school performance, it turns their strengths into weakness and is a potential source of shame and feelings of inadequacy. Bullying takes many forms--name calling, physical assaults such as pushing or shoving, ostracism, and intimidation. As teachers and parents, the authors believe they need to develop the skills needed to stop bullying before it ends in a tragedy. This article presents two different stories about bullying which illustrate the need to address bullying cases in schools. (Contains 5 resources.)