ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Highly Qualified Teachers: Maximizing University Resources to Provide Professional Development in Rural Areas
Author: Mollenkopf, Dawn L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Rural Schools,Mentors,Federal Legislation,Rural Areas,Special Education Teachers,Teacher Certification,Teacher Effectiveness,School Districts,Universities,Access to Education,Practicums,Teaching Experience,Program Descriptions,Assignments

The &quot;highly qualified teacher&quot; requirement of No Child Left Behind has put pressure on rural school districts to recruit and retain highly qualified regular and special education teachers. If necessary, they may utilize uncertified, rural teachers with provisional certification; however, these teachers may find completing the necessary certification difficult due to time, distance, and geographic barriers. The University of Nebraska at Kearney has been able to address this need by: (1) creating access to the university's certification program, (2) providing professional supports, (3) tailoring assignments, projects, and field based practicum experiences and (4) building capacity for rural teachers who have completed certification to mentor others in their regions.
Building Local Capacity to Bring Arts Education to All Children: Lessons Learned from the First Half of the Ford Foundation's National Demonstration
Author: Spilka, Gertrude
Date: 2009-00-00
Type: Journal Articles
Subjects: Delivery Systems,Art Education,Educational Quality,Demonstration Programs,Outreach Programs,Partnerships in Education,Formative Evaluation,Program Descriptions,Program Development,Children,Philanthropic Foundations,Urban Education

Interested in bringing the benefits of the arts as integral to quality education for all children, in 2004 the Ford Foundation launched the National Arts Education Initiative, a seven-year demonstration in nine communities across the United States. Building from arts education programs that serve &quot;pockets&quot; of children, Ford investments aim to leverage these arts programs to reach all children through increased public will, supportive policy systems, and community partnerships. The ultimate aim is to build sustainable, coordinated arts education delivery systems for all children as part of a quality education. This article presents some of the lessons from the internal evaluation of the first half of the initiative conducted by the OMG Center for Collaborative Learning. (Contains 1 table.)
Re-Placing the Arts in Elementary School Curricula: An Interdisciplinary, Collaborative Action Research Project
Author: Trent, Allen
Date: 2009-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Research Projects,Action Research,Grade 4,Curriculum Development,Interdisciplinary Approach,Inquiry,Educational Practices,Educational Strategies,Outcomes of Education,Program Descriptions,Educational Change

This article describes a collaborative action research project aimed at deliberately "re-placing" art in the elementary curriculum through targeted planning, implementation, and assessment of an art integrated unit in an urban 4th grade classroom. Findings and implications should be relevant to elementary teachers, administrators, art specialists, and teacher educators. Our findings illustrate the power of art-integrated education to support student learning at high levels and in meaningful ways. (Contains 7 figures.)
Women's Well-Being Initiative: Creating, Practicing, and Sharing a Border Pedagogy for Youth
Author: Hardee, Sheri C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Art Education,Change Agents,Urban Education,Nontraditional Education,Disadvantaged Youth,Youth Programs,Supplementary Education,Theory Practice Relationship,Teacher Student Relationship,Program Effectiveness,Well Being,Social Theories

This qualitative study examines alternative arts-based education in two urban educational settings for underrepresented or marginalized youth. In particular, the authors use postcolonial and feminist theories to create borderland spaces where marginalized youth can develop strong identities, establish a community mindset, and cultivate leadership skills through supplementary arts education programs. Our goal with this work is not only to empower youth but also to bridge the gap between postcolonial theories of the borderland and traditional classroom practices. In addition, our efforts bring students' work and voices to the forefront, helping students take the first steps to becoming critical change agents within their communities and beyond. (Contains 3 figures and 1 table.)
Removing Our Masks: Using the Visual and Performing Arts to Promote Deep Reflection in Pre-Service Teachers
Author: McHattan, Patty Alvarez
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching Methods,Visual Arts,Theater Arts,Reflection,Preservice Teacher Education,Creative Development

The role of reflection is central to teacher preparation. As individuals integrate new information within their existing schema, they refine their practice. Through reflection pre-service teachers examine, evaluate, and adjust. Yet, the practice of reflection is rarely explicitly taught. Often teacher educators found their students aligning their written reflections with what they think pre-service teachers want to hear rather than what they themselves think. Disconcerted by the censoring that occurs in writing, the authors chose the visual and performing arts as alternative media for student reflection. Using the arts involves the artist who creates the performance, the audience that personally responds to it, the shared experience between the artist and the audience, and the intersection of all three. The authors offer students the opportunity to reflect using a creative method that liberates them to honestly examine and share their personal belief systems, including their biases. They offer the arts as vehicles to deepen their teacher candidates' personal and professional identities.
"A Perfect Murder": An (Imperfect) School Theater Program Model
Author: Simon, Nicole S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Models,Partnerships in Education,After School Programs,Theater Arts,Program Descriptions,Nonprofit Organizations,High Schools,Art Education,Urban Education,Program Effectiveness,Dramatics

Over the last five years, the Urban Assembly School for Law and Justice (SLJ), a new, small public high school in Brooklyn, and The Essentials, a professional theater company, have joined forces to offer a low-budget, high-quality, in-house afterschool theater program for SLJ students. Both SLJ and The Essentials were in nascent stages when the partnership began. This article describes the afterschool theater program model the two organizations developed together over the course of five years. It also recounts lessons learned from pitfalls and successes encountered along the way so that the model's successes can be replicated--and improved upon--elsewhere. (Contains 1 endnote.)
Changing Things as They Are: Promoting Social Justice through Encounters with the Arts
Author: Gulla, Amanda Nicole
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Justice,Art Education,Aesthetic Education,Art,Vignettes,High Schools,English Instruction,Creative Development,Art Expression,Teaching Experience,Instructional Design

Beyond having value as an assessment tool, engagement with the arts in the K-12 classroom can offer aesthetic experiences that have the potential to transform the way students encounter the world, engaging the imagination in acts of perception that stir them to &quot;wide-awakeness.&quot; Advocates for the arts in education call for a variety of types of arts programs, some whose aim is to teach mastery of a specific art form, and others whose chief mode of interaction with the arts encourages children to &quot;acquire from their consideration of works of art unique skills of analytic thinking and familiarity with a wealth of aesthetic texts.&quot; This latter type of arts program, called aesthetic education, seeks to awaken individuals to the possibilities contained in works of art. This article presents a vignette shared by Jeanette Del Valle, a high school English Teacher at the School for Community Research and Learning in the Bronx, New York. She writes about the importance of her students' involvement in an aesthetic education program offered at her school by Lincoln Center Institute.
Art Education Programs: Empowering Social Change
Author: Medina, Yolanda
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Justice,Urban Schools,Art Education,Social Change,Educational Practices,Aesthetic Education,Student Experience,Educational Strategies,Performance Factors

The aim of this article is to bring attention to an important connection between art education programs and the development of social justice practices in K-16 classrooms. This article is organized into three sections. The first is an analysis of the hierarchical and unilateral approach to education that urban students experience throughout their schooling, and how this educational model fails to develop traits that can empower students to promote social justice for those who are marginalized or oppressed. The second section advocates for the promotion of art education programs infused with particular aesthetic experiences that can help students develop the missing traits. The closing section discusses the changes that will be required to institute these programs in the United States in general and New York City (NYC) in particular, and the challenges this will entail.
Resources for Effectiveness: Collaborative Arts Partnerships in Schools
Author: Norman, Lee Ann
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Strategies,Art Education,Artists,Community Organizations,Partnerships in Education,Program Development,School Community Programs,School Community Relationship,Case Studies,Multicultural Education,Educational Resources,Program Effectiveness

As educators deliberate on how to provide a well-rounded education for all, the idea of working more collaboratively with a range of arts education providers has become increasingly attractive. Allowing outside organizations and individuals to gain access to institutions in a more evenhanded way and create long-term relationships that reinforce the idea of education as a community-centered effort is a little new for schools. Yet many are finding it is worth exploring, as the process of creating alliances and partnerships with other community organizations places schools in a different light and allows them to appear less intimidating and more approachable. Arts organizations and teaching artists play an important role in realizing well-rounded educational strategies, and they are at the forefront of providing arts instruction in many classrooms. Now more than ever schools, teaching artists, and cultural workers must find common ground that allows them to share their practices. Through partnerships that draw on all of the resources within a geographic or cultural area, different kinds of knowledge and experience are shared, and communities are enriched by the exchange. This article presents the case of the Multicultural Arts School, which provides valuable insight into how arts partnerships can contribute to building a democratic learning community in which students, teachers, cultural workers, and artists are able to redefine their roles and obtain an alternative sense of community by expanding boundaries and definitions. (Contains 1 endnote.)
Critical Literacy and Art Education: Alternatives in the School Reform Movement
Author: Millman, Joyce
Date: 2009-00-00
Type: Journal Articles
Subjects: Art Education,Teaching Methods,Teaching Experience,Educational Change,Art Expression,Critical Theory,Literacy,Visual Arts,Instructional Design,Curriculum Development,Educational Strategies

Art education offers a way to reach students and make schools more relevant for them. Art teachers can create alternative formats that allow students to explore and learn about their lives. Thereby, students and their communities become the focus of the curriculum and students' responses are valued as individual expression. While teaching art in Philadelphia schools, the author began to explore connections between curriculum and teaching techniques and thought of strategies she believed would be beneficial to her students. Now in her new role as an art teacher educator, teaching prospective and practicing art teachers in the current climate of "reform" is a pressing challenge. In this article the author discusses critical literacy and its connections to art education. She provides examples from her own experience as a middle school art teacher in the School District of Philadelphia, and more recently as an art teacher educator.
Learning from Objects: A Future for 21st Century Urban Arts Education
Author: Lasky, Dorothea
Date: 2009-00-00
Type: Journal Articles
Subjects: Museums,Partnerships in Education,Teaching Methods,Educational Practices,Educational Strategies,Imagination,Art Materials,Instructional Design,Urban Education

In this technological age, where mind and body are increasingly disconnected in the classroom, object-based learning--along with strong museum-school partnerships--provide many benefits for student learning. In this article, the author first outlines some of the special mind-body connections that object-based learning in museums affords learners and how this learning is specific to the kind of object-based learning one finds in museums. Next, she discusses how integral museum-school partnerships are to making a space for arts education in general school curriculum. Lastly, she makes a case for increased funding for museum-school partnerships and object-based learning school initiatives, as she thinks they should begin to be rightly seen as part of the future for arts education in the 21st century. Here, the author hopes to reinvigorate the argument that, in the current technological learning revolution of the early 21st century, educators do not forget the great benefits of learning from physical objects. (Contains 2 endnotes.)
On Culture, Art, and Experience
Author: Chernoff, Carolyn
Date: 2009-00-00
Type: Journal Articles
Subjects: Discipline Based Art Education,Art Education,Aesthetic Education,Student Experience,Cultural Education,Instructional Design

While the arts in the United States are themselves often controversial, arts in public schools rarely are. That is to say that teachers, administrators, parents, students, and community members tend to agree that the opportunity to participate in the arts is beneficial to students and to the wider society. Whether discipline-based arts education (DBAE or &quot;art for art's sake&quot;), integrated arts (art that promotes core content knowledge--literacy, numeracy, critical thinking--alongside self-expression), or somewhere in between, the desire to have art (including music and theater) in public schools is well-known. Also well-known, however, are the local and national pressures and mandates that place arts at the bottom of the list of school priorities and possibilities. In their thoughtful articles about the centrality of arts in education, Gulla, Milman, and Norman raise a series of interrelated issues amidst snapshots of best practices. In this paper, the author talks about these three articles that provide hopeful visions of what can happen when arts are included in the classroom, even amidst the funding crises, the standardized testing schedules, and the challenge of administering any innovative program in overburdened and under-resourced public schools.
Open Access Publishing in Indian Premier Research Institutions
Author: Bhat, Mohammad Hanief
Date: 2009-09-00
Type: Journal Articles
Subjects: Educational Research,Search Engines,Foreign Countries,Internet,Indians,Journal Articles,Publications,Access to Information

Introduction: Publishing research findings in open access journals is a means of enhancing visibility and consequently increasing the impact of publications. This study provides an overview of open access publishing in premier research institutes of India. Method: The publication output of each institution from 2003 to 2007 was ascertained through Scopus and the name of source journals along with the number of publications recorded. All 4232 journal titles were searched in the Directory of Open Access Journals and then using the Google search engine to find out which journals are openly accessible. Analysis: The data are tabulated and analysed in a systematic way to reveal findings in accordance with desired objectives. Results: The 17,516 research articles are contributed by the five institutions and appear in 4232 journals. The Indian Institute of Science publishes 8.26% of its research output in open access journals, All India Institute of Medical Sciences 19.37%, Baba Atomic Research Centre 4.84%, Indian Institute of Technology, Delhi 3.04% and Indian Institute of Technology, Kharagpur 3.26%. Conclusions: The study reveals that a small portion of research publications of Indian research institutes is published in open access journals, the majority in journals of Indian origin. The medical institutions are contributing more of their publications to open access journals compared to other institutions. (Contains 8 tables.)
Scholarly Blogging Practice as Situated Genre: An Analytical Framework Based on Genre Theory
Author: Kjellberg, Sara
Date: 2009-09-00
Type: Journal Articles
Subjects: Discourse Communities,Web Sites,Electronic Publishing,Scholarship,Epistemology,Physics,Researchers,Information Science

Introduction: Examines how an analytical framework of situated genre analysis can be used to study how research blogs are constructed and used as tools in scholarly communication. Method: A framework was extracted from genre research theories consisting of four concepts: aim, form, content and context. The term "situated genre" was used to focus on social practices. The context was further elaborated by combining discourse community with the concept of epistemic cultures. Analysis: The main purpose was to outline, discuss and test the framework. Three blogs from researchers in the field of physics were selected and used to test how the framework operated. Results: The preliminary results showed that scholarly blogs could be approached as a situated genre that is part of scholarly communication practice and that this framework can be used to analyse the social and technical features of the blogs. However, the framework has some constraints that have to be addressed. The four concepts are interlaced and can benefit from the application of a number of different methods. Conclusions: The proposed framework is useful as a tool for the analysis of research blogs and for making visible their socio-technical character. Existing genres in a particular epistemic culture, or differences between different epistemic cultures, are issues that could be studied further with this framework.
In Search of Credibility: Pupils' Information Practices in Learning Environments
Author: Sundin, Olof
Date: 2009-12-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Ethnography,Information Seeking,Credibility,Students,Educational Environment,Secondary School Students,School Libraries,Librarians,Evaluation,Information Literacy,Foreign Countries,Internet

Introduction: We aim to create an in-depth understanding of how pupils in upper secondary school negotiate the credibility and authority of information as part of their practices of learning. Particular focus is on the use of user-created resources, such as &quot;Wikipedia&quot;, where authorship is collective and/or hard to determine. Method: An ethnographic study was conducted in an upper secondary school class. Methods included observation, group interviews and information seeking diaries in the form of blogs. Analysis: The empirical material from the class room study was categorised and aggregated into five themes, which emerged as a result of the interplay between the empirical material and a perspective based in socio-cultural theory. Results: The pupils make credibility assessments based on methods developed for traditional media where, for instance, origin and authorship are important. They employ some user-created sources, notably &quot;Wikipedia&quot;, because these are easily available, but they are uncertain about when these sources should be considered credible. Conclusions: In an increasingly diverse media world, pupils' credibility assessments need to be informed by a socio-technical understanding of sources which takes both social and material aspects into account. The diversity of resources requires that pupils assess credibility for the particular situation in which they use information.
A Delphi Investigation into the Research Needs in Swedish Librarianship
Author: Maceviciute, Elena
Date: 2009-12-00
Type: Journal Articles
Subjects: Delphi Technique,Research Needs,Educational Research,Special Libraries,School Libraries,Workshops,Foreign Countries,Library Science,Public Libraries,Academic Libraries,Questionnaires,Surveys,Library Research,Library Services,Strategic Planning,Information Literacy,Reading Research,Reading Achievement

Introduction: Reports the conduct of a national survey in Sweden to establish the desired research priorities for libraries. The research sought to establish what evidence-base is needed for evidence-based practice. Method: The Delphi method was employed to solicit opinions on the kinds of research needed by libraries of all kinds in Sweden. Research topics were obtained from practising librarians and identified in the professional literature and discussion lists. Two rounds of questionnaire survey using the sixty-four themes extracted were followed by an interactive workshop. Panel members were nominated by the practitioners themselves. Analysis: Standard statistical methods were employed to derive means and standard deviations and the Spearman rank correlation statistic was used to compare the results from different library sectors. Results: Consensus among panel members was not achieved during the survey rounds, but the workshop resulted in the identification of the ten highest priority themes. The public, regional and school libraries are more concerned with relation of libraries to education and society at large, while academic and special libraries emphasize the changes in scholarly and business communication and the impact of new technologies. Conclusions: The consensus among different Swedish library sectors regarding the top research agenda can be reached only conditionally. Strong differences between them remain and have to be taken into account when implementing the agenda. The panel members regard the library future as uncertain and prioritize the topics that can help to foster readers and library users and strengthen strategic positions of libraries. (Contains 8 tables and 3 figures.)