ethanporcaro/eric-fulltext-meta huggingface dataset:
The Other Side of the Coin: A Self-Study of Graduate Student Exposure to International Experiences of Inclusion
Author: Fleishman, Melissa
Date: 2012-00-00
Type: Journal Articles
Subjects: Graduate Students,Study Abroad,Inclusion,Reflection,Independent Study,Higher Education,Teacher Education,Models

This article presents a retrospective understanding of self-study by re-living a study abroad experience through critical reflection. It will explain and clarify how reflection and self-study of the personal experiences of a graduate student can enhance the meaning of inclusion. This paper begins with a brief conceptualization of self-study, introduces the details of an international study abroad experience, and then systematically explores three distinct phases in the reflective process. The aim is to clarify and explain the value and importance of self-study for graduate students by demonstrating its application. While one side of the coin represents those educators who encourage the reflection process, the other side of the coin represents those students experiencing self-study.
Advancing the Next Generation of Higher Education Scholars: An Examination of One Doctoral Classroom
Author: Turner, Caroline Sotello Viernes
Date: 2012-00-00
Type: Journal Articles
Subjects: Graduate Students,Course Content,Scholarship,Higher Education,Doctoral Programs,Graduate Study,Qualitative Research,Ethnic Groups,Mentors

Course content in graduate school is especially important in terms of helping students make progress toward a doctorate. However, content is merely one aspect of developing successful students. This article highlights the value of creating an affirming learning environment by discussing one graduate class on Qualitative Policy Research. The majority of student participants were graduate students of color. The authors discuss the pedagogical approaches guiding this course and outline ways in which the instructor served to create safe spaces that invited as well as validated diverse perspectives and made the research process transparent. These efforts resulted in the production of high quality research used as pilot studies for successful dissertation defenses, accepted presentations at scholarly conferences, and published articles in peer-reviewed journals. Throughout this article, suggestions for replicating a similar course environment are discussed.
Enhancing Student Engagement in Large, Non-Disciplinary First Year Survey Courses
Author: Baldwin, Annabelle
Date: 2012-00-00
Type: Journal Articles
Subjects: Learner Engagement,Feedback (Response),Introductory Courses,Surveys,Foreign Countries,Student Attitudes,Alienation,Cognitive Style,Higher Education,World History

Large first year survey units pose unique challenges to both teachers and learners. Survey units are designed to deliver non-disciplinary specific knowledge about a given subject to a wide audience of learners. However, first year students in these units often find that they are unable to identify the architecture of such units, and are hence uncertain of what they need to take from the course. Employing a mix of qualitative and quantitative data, this article highlights the unique challenges of teaching large survey courses, identifies the causes of anxiety and disengagement amongst learners in such units, and reports on a range of innovative practices that were designed to assuage apprehension and engage first years enrolled in survey courses. It demonstrates how integrating assessment techniques that provide developmental and skills-based feedback, tasks that signpost their performance, and encouraging students to move beyond a surface learning approach can enhance the engagement of the students across large first year survey courses towards the unit material. (Contains 4 tables.)
The Impact of Changes to Finance-Major Assessment Structures on Student Engagement and Success
Author: Burrow, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Learner Engagement,Majors (Students),Success,Satisfaction,Foreign Countries,Outcomes of Education,Verbal Communication,Evaluation,Academic Achievement,Money Management,Course Content

Analysis of assessment activities that encourage student engagement and attainment of higher-order cognitive outcomes within Bloom's Taxonomy (deep learning; Anderson &amp; Krathwohl, 2001) supports greater use of individual and group presentations, research reports, and open-book exams. Consistent with this analysis this paper outlines changes made to the assessment structures of three final-year finance-major courses and details the impact on student engagement and success. It was found that the changed assessment structures were associated with enhanced student engagement, satisfaction and success. It was also found that the changes to the forms of assessment enhanced the development of students' verbal and written communication abilities and did not detract from the quantitative emphasis required of finance majors. (Contains 2 tables.)
Teaching International Relations to a Multicultural Classroom
Author: Bertrand, Julia Lau
Date: 2012-00-00
Type: Journal Articles
Subjects: Multicultural Education,Universities,International Relations,Teacher Attitudes,Teaching Methods,Course Descriptions,Undergraduate Study,Foreign Students,Networks,Cultural Differences,Second Language Learning,English (Second Language),World History,World Affairs,Cultural Awareness

This article argues that instructors should adopt a more multicultural perspective when designing syllabi for and teaching undergraduate courses in International Relations (IR). The examination of teaching practices in IR draws on the personal experiences of the authors as foreign natives and instructors of IR at two American universities. The authors examine whether instructors face different challenges when teaching IR to American and foreign undergraduates, and identify the pedagogical challenges of teaching multicultural, globalized and networked students. Suggestions for improving flexibility and balance in IR curricula are provided. In addition, the paper suggests that IR instructors need to be aware of language and cultural barriers in their classrooms, and of differences in students' understanding of world events and history. The recommendations in this paper for dealing with potential western/American biases in courses might also be of interest to instructors of other subjects.
New Lives of Teachers
Author: Day, Christopher
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Researchers,Empathy,Teacher Educators,Teacher Characteristics,Teacher Effectiveness,Professional Identity,Well Being,Work Ethic,Self Efficacy,Theory of Mind,Teacher Role,Achievement Need,Profiles,Educational Practices,Individual Development,Educational Change,Educational Development,Social Change

The work and lives of teachers have always been subject to external influence as those who are nearing the end of their careers will attest, but it is arguable that what is new over the last two decades is the pace, complexity, and intensity of change as governments have responded to the shrinking world of economic competitiveness and social migration by measuring progress against their position in international league tables. This is in part the reason the author has titled this article the "New Lives of Teachers." Parallel to these are the growing concerns with the new generation of "screen culture" children who, suggests one author (Greenfield, 2008), spend more time interacting with technology than with family or at school and whose attention span and sense of empathy are diminishing alongside real and potential conflicts in increasingly heterogeneous societies. As a result, there are regularly repeated claims that teacher educators are failing to prepare their students well enough and so governments promote apprenticeship models of training (not education). In the new lives of teachers, schools and classrooms have become, for many, sites of struggle as financial self-reliance and pressure for ideological compliance have emerged as the twin realities. Externally-imposed curricula, management innovations, and monitoring and performance assessment systems have been introduced but have often been poorly implemented, and have resulted in periods of destabilisation, increased workload, intensification of work, and a crisis of professional identify for many teachers who perceive a loss of public confidence in their ability to provide a good service. Educational researchers continue to critique policy and its consequences for recruitment, quality, and retention. However, it is important, having set the scene, to look more closely at what a range of research tells individuals about the new lives of teachers in terms of their continuing capacity to teach to their best.
Teachers as Architects of Transformation: The Change Process of an Elementary-School Teacher in a Practitioner Research Group
Author: Vetter, Amy
Date: 2012-00-00
Type: Journal Articles
Subjects: Research Methodology,Educational Change,Grade 5,Teacher Researchers,Researchers,Teaching Methods,Teacher Attitudes,Qualitative Research,Self Concept,Case Studies,Elementary School Teachers,Faculty Development

Lasting change in teacher practice is difficult because it expects that teachers challenge and reconstruct deeply embedded practices and beliefs. Less research has examined teachers' change process to better understand what professional spaces foster teachers as they construct their own transformation. This qualitative study examined the following research question: What was the change process of one teacher researcher as she engaged in a year-long practitioner researcher group? Building on teacher education research that addresses teacher change the author focuses on three central theorists, Dewey, Schon, and Kegan, because of their focus on professional experience and critical reflection. Their theories of change imply that teachers must acquire new knowledge and put that new knowledge into practice to promote learning in their classrooms. The author uses the phrase architect of transformation to highlight elements of practitioner agency and identity shifts that changed how teachers see themselves, their students, and the world around them. This study draws upon case-study research methods and positioning theory to better understand Grace's (a fifth-grade teacher) change process in a practitioner research group for one year. Findings illustrate not only how she transformed but also how members of the group positioned Grace in ways that helped her imagine, prepare, and enact new positions in other environments. This study has several implications for professional development and teacher change. For Grace, change was a dynamic, interactive, and complex experience. (Contains 2 tables.)
In the Service of Learning and Activism: Service Learning, Critical Pedagogy, and the Problem Solution Project
Author: Stenhouse, Vera L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Urban Teaching,Critical Theory,Masters Programs,Service Learning,Teaching Methods,Activism,Teacher Education,Teacher Certification,Teaching Experience,Beginning Teachers,Teacher Empowerment,Program Implementation,Problem Solving

To counteract disempowerment frequently experienced in education, in 2001 the authors initiated a "Problem Solution Project" (PSP) in the second year a two-year urban certification and Master's program. The PSP, designed to promote empowerment of first-year urban teachers and their students, involves both service learning. In 2004, the authors began implementing a PSP in the program's first year, to enable preservice teachers to experience civically engaged learning using a studentcentered, participatory approach. The purposes were to: (a) encourage preservice teachers' own active practice and participation in identifying problems and forging solutions and (b) model how they might conduct a PSP in their own classrooms the following year. This article describes five years of implementing first-year problem solution projects. (Contains 3 tables.)
Community, Difference, and Voice in Teacher Education
Author: Lynch, Jill C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Critical Theory,Teacher Educators,Educational Research,Praxis,Theory Practice Relationship,Case Studies,Seminars,Graduate Study,Education Courses,Inclusion,Equal Education,Access to Education,Community,Discourse Analysis,Teacher Education,Qualitative Research,Content Analysis,Assignments,Visual Literacy,Art Activities,Visual Arts,Student Projects,Cultural Pluralism,Student Diversity,Curriculum Development,Course Descriptions

This article explores the ethical, methodological, and practical issues of translating critical theory and research into praxis through a case study analysis of a graduate capstone seminar that explored the familiar, and seemingly benign, concepts common to educational discourses: &quot;Creativity, Collaboration, and Community.&quot; The author deconstructed &quot;community&quot; to consider its composition of forces that simultaneously include and exclude. Focusing on the tensions between the inclusionary and exclusionary forces within community was the entry point for examining how difference, equity, and access operate within classroom and school communities. As a teacher educator and an educational ethnographer the author hoped to further develop her understanding of how to teach, translate, and engage educators in critical discourses in education in ways that would impact their practice in their own classrooms.
&quot;College Is a Good Place to Go to Become What You Want to Become&quot;: A Collaboration between Liberal Arts Undergraduates and Urban Middle School Students
Author: Rinke, Carol R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Middle School Students,Charter Schools,Liberal Arts,Urban Schools,College Bound Students,Partnerships in Education,Undergraduate Students,College Preparation,Professional Development Schools,Career Development,Student Attitudes,Minority Group Students,Teacher Education Programs,Program Effectiveness

In the United States, there is a pressing need to bridge the divide between the higher education institutions where teachers are prepared and the school sites where they work with students. Linking the theoretical foundations of teacher education programs with practical experience in K-12 classrooms offers future teachers the fundamental opportunity to learn both in and from practice, developing a stance of inquiry about their teaching. These collaborations are particularly critical for urban classrooms where the cultural backgrounds and communication patterns of students so often differ from the predominantly mono-cultural body of future educators and where schools struggle to retain a stable corps of highly-qualified teachers. This article reports on the development, implementation, and outcomes of a partnership between Garrett College, a highly-selective private liberal arts college, and Worthington Charter School, a public K-8 charter school in Baltimore, Maryland. This partnership, which was initiated in 2007, launched the first of an annual series of College and Career Institutes for middle school students in the spring of 2009. Through research into the experiences of both groups of students, the authors find changed perspectives and strong relationships resulting from participation, each mediated by the individual's background and prior perspectives. They conclude that there is considerable value in bringing together individuals from disparate backgrounds as co-owners in a meaningful and joint educational endeavor. (Contains 3 tables and 2 notes.)
Eight Versions of the Visit to &quot;La Barranca&quot;: Critical Discourse Analysis of a Study-Abroad Narrative from Mexico
Author: Menard-Warwick, Julia
Date: 2012-00-00
Type: Journal Articles
Subjects: Futures (of Society),Field Trips,Undergraduate Students,Family Life,Second Language Learning,Discourse Analysis,Foreign Countries,Classrooms,Immigrants,Study Abroad,Preservice Teachers,English (Second Language),Family Environment,Spanish,Journal Writing,Poverty,Student Attitudes,Student Needs,English Language Learners,Cultural Awareness,Preservice Teacher Education

In 2007, eleven diverse undergraduate students from Texas spent a month in Mexico on a study-abroad program sponsored by the School of Education at their university. A central goal of the program was to facilitate pre-service teachers' ability to articulate a critical understanding of the needs of second language (L2) learners in their future public school classrooms. To this end, the students lived with Mexican host families, visited local schools, studied Spanish, took a Second Language Acquisition (SLA) class focused on immigrant language learners, participated in numerous field trips, and wrote about their experiences in a biweekly journal. In the journal entry, the only male student in the group reports his decision &quot;not&quot; to write about a field trip that took place in the first week of the program, a visit to a family living in poverty in an area known as &quot;La Barranca&quot; (the Ravine). In this article, the authors use critical discourse analysis to examine the eight narrative accounts of the &quot;Barranca&quot; field trip and to answer the following questions: (1) What perspectives do the students construct on educational and social issues in Mexico and their own relationship to those issues in writing about the &quot;Barranca&quot; visit?; (2) What linguistic resources do the students use to construct their perspectives?; and (3) To what extent do the &quot;Barranca&quot; narratives demonstrate students' critical understanding of the potential needs of immigrant students in U.S. public schools? They conclude by drawing implications for future study-abroad programs that aim to foster critical sociocultural awareness in prospective teachers. (Contains 1 table and 6 notes.)
Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers' Ability to Plan Differentiated Instruction in an Urban Elementary School
Author: Tricarico, Katie
Date: 2012-00-00
Type: Journal Articles
Subjects: Feedback (Response),Classroom Techniques,Student Needs,Alternative Teacher Certification,Beginning Teachers,Individualized Instruction,Self Management,Urban Schools,Educational Quality,Teacher Role,Educational Planning,Elementary School Teachers

Differentiated Instruction (DI) is an approach that recognizes the strengths and weaknesses of diverse learners and requires the teacher to base instructional accommodations on student strengths and weaknesses. Specifically, teachers use DI strategies to adjust the content, process, or product of instruction depending on student needs. Given the complexity of DI as well as the unique situation that alternatively certified teachers face as they enter challenging classrooms with limited experience, they must acknowledge that their learning to teach process will require that knowledge be developed as one practices the profession. This knowledge in practice results from the application of theoretical and research based concepts to one's teaching practice paired with on-going attention to whether the application led to the desired student learning results and, if not, attention to how the practice should be adjusted. Self-regulation may be a tool which helps novices develop the knowledge in practice that strengthens their teaching and student learning. The purpose of this research is to understand alternative certification candidates' development as planners and implementers of DI. The literature already elucidates the importance of developing the professional skills of alternatively certified teachers, and the importance of coaching in learning to plan for high quality instruction. Knowing what factors are critical to learning to plan within the teaching context will make it possible for novices and their supervisors to accelerate novice teachers' success as instructional planners. Furthermore, the conditions made explicit in this study also allows apprentice teachers to be cognizant of the role they play in developing their own planning and differentiation skills. The important role of self-regulation in apprentice development is an overarching conclusion in this study because the development of each of the other conditions (collegial relationships, classroom management, planning for a standard and student need, accepting feedback) was greatly influenced by the apprentice's ability to self-regulate. (Contains 3 figures and 2 tables.)
Toward a Culture of Evidence: Factors Affecting Survey Assessment of Teacher Preparation
Author: Beare, Paul
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Preservice Teacher Education,Schools of Education,Program Evaluation,Elementary Secondary Education,Educational Improvement,Educational Quality,Teacher Education Programs,Surveys,State Colleges,Data Collection,College Credits,Socioeconomic Status,Language Usage,Academic Achievement,College Graduates,Teacher Certification,Teacher Competencies,Teaching Skills

Developing a culture of evidence to assess and improve teacher preparation programs is a critical issue in American education. Teacher education has been struggling with the challenge of preparing and retaining sufficient numbers of high-quality teachers who can work effectively with students from all cultural and racial backgrounds, raising the achievement for all students. Many scholars suggest that a strong research base on how best to prepare teachers to meet the challenges of today's classrooms is lacking. This study investigated the effect selected extrinsic variables have on survey data collected to determine the efficacy of, and improve, teacher preparation programs. While recognizing other aspects of program evaluation, isolating the effects of extrinsic variables on the survey results is an important step to determining whether the results can be accepted at face value or if they are influenced by outside factors over which programs have no control. In working toward a culture of evidence concerning teacher preparation, all schools, departments, and colleges of education of the 23 California State University (CSU) campuses established common assessments as recommended by Cochran-Smith (2009) and Darling-Hammond (2006). This study examined two factors specific to the preparation programs, and four extrinsic factors specific to the K-12 schools in which surveyed graduates were teaching. (Contains 3 tables.)
Ecological Intelligence and Environmental Education: My Journey
Author: Bouley, Theresa M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Intelligence,Environmental Education,Metacognition,Empathy,Discourse Analysis,Critical Thinking,Thinking Skills

Many of us are intentional in considering the environment when performing our daily tasks. But how many of us really know the true impacts of our &quot;green&quot; behaviors on the environment? Indeed, is it possible that engaging in green efforts can actually be counterproductive or detrimental to the environment? In his book, &quot;Ecological Intelligence: How Knowing the Hidden Impacts of What We Buy can Change Everything&quot;, Daniel Goleman (2009) suggests metacognition is critical to our overall ability to engage in environmental care. Yet, critically thinking about the outcomes of our actions demands that we have a strong knowledge base and a level of care or empathy sufficient for us to both gather that knowledge and then act on it. The application of ecological intelligence to environmental education is the focus of this article.