ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of Alternative Programs of Teacher Preparation on a Single Campus
Author: Beare, Paul
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Program Effectiveness,State Universities,Conventional Instruction,Alternative Teacher Certification,Professional Development Schools,Internship Programs,Grouping (Instructional Purposes),Elementary School Teachers,Principals,Teacher Attitudes,Administrator Attitudes

This article reports results of research on whether there are clinical and statistically significant differences in the effectiveness of three pathways to teacher preparation on a single campus, Yosemite State, a member of the California State University (CSU) System as rated by graduates and employment supervisors. The independent variable is the type of pathway into teaching; the dependent variable consists of ratings of preparation quality at the end of the graduates' first year of professional teaching experience. This study examined seven years of data from Yosemite State. A total of 425 employment supervisors and 599 teachers provided ratings of three campus-specific pathways: Campus Based, Interns and Partnership Schools. No significant differences were found among the ratings of the employment supervisors, however teachers identified substantial differences despite all groups enrolling in the same courses taught by the same pool of instructors using a common master syllabus. The partnership graduates rated their preparation superior to the other pathways on every composite, with all differences being statistically significant. The intern graduates rated their preparation significantly higher than the campus based on 13 of the 17 composites. The magnitude of differences was indicative of clinical significance as well. (Contains 2 tables.)
Teacher Candidates Learning from English Learners: Constructing Concepts of Language and Culture in Tuesday's Tutors After-School Program
Author: Fitts, Shanan
Date: 2012-00-00
Type: Journal Articles
Subjects: After School Programs,Tutorial Programs,Preservice Teachers,Field Experience Programs,Preservice Teacher Education,Cultural Awareness,Elementary School Students,Bilingual Students,English Language Learners,English (Second Language),Second Language Learning,Student Attitudes,Beliefs,Knowledge Level,Cultural Differences,Case Studies

In teacher preparation programs across the United States, early field experiences are considered to be an effective method of providing teacher candidates with opportunities to observe and interact with children (National Council for Accreditation for Teacher Education (NCATE, 2010). These practicum arrangements assist candidates in developing pedagogical skills, a sense of self as teacher, and positive dispositions towards different groups of children (NCATE, 2008). With the changing demographics of the U.S. population, many state certification agencies require candidates to work with children from culturally diverse populations. Such formative opportunities are designed to broaden candidates' socio-cultural understanding and shape their ability to address the needs of diverse learners. Lucas and Grinberg (2008) note that research conducted on teacher preparation for diversity often treats ethnic, cultural, and linguistic diversity "as one largely undifferentiated set of factors" (p. 606). These authors propose an examination of the specific types of knowledge, attitudes, and skills necessary for teaching children who are bilingual and English learners (ELs). This study examines the growth of preservice teacher candidates' beliefs, attitudes, and knowledge about school-age ELs in the context of an early field experience. (Contains 1 table, 1 figure and 1 note.)
Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion
Author: Jamil, Faiza M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Efficacy,Student Teaching,Personality,Beginning Teachers,Career Change,Teacher Persistence,Faculty Mobility,Teacher Education,Teaching Experience,Pedagogical Content Knowledge,Correlation,Teacher Effectiveness,Student Attitudes,Measures (Individuals)

With teacher turnover costing the U.S. as much as $7 billion per year (National Commission on Teaching and America's Future, 2007), and the continuing demand for qualified teachers, it is imperative for schools to increase retention rates among their faculty (Ingersoll & Smith, 2003). Retention efforts are especially important among novice teachers, those who are in the first five years of their teaching career, because they leave the profession at higher rates than their more experienced counterparts (Keigher, 2010; Ingersoll, 2003). In the more challenging early years of teaching, novice teachers with a higher sense of teacher self-efficacy are more likely to persist and stay in the profession (Knobloch & Whittington, 2002). This suggests the importance of self-efficacy as a target for growth during teacher preparation, but little is known about how teacher self-efficacy develops in those who are just starting their careers. Traditionally, self-efficacy has been conceived not as a stable trait, but as a situationally bound construct based on information which is being drawn from a particular context (Bandura, 1986). Among new teachers who have spent little time in the classroom, self-efficacy is likely driven by a combination of factors, including experiences and skills in the classroom, knowledge of content and pedagogy, attitudes, and personal dispositions (Bandura, 1997; Gist & Mitchell, 1992; Woolfolk & Hoy, 1990). This study will address the gap which exists in the current understanding of pre-service teachers' self-efficacy development by examining the joint contribution of pre-service teachers' observed performance during student teaching, and more stable personal features of their personality and beliefs about how children learn, to their teacher self-efficacy upon completion of a teacher preparation program. (Contains 2 tables and 2 figures.)
Leaving the Profession: The Context behind One Quality Teacher's Professional Burn out
Author: Lloyd, Mary Elizabeth R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Teaching Methods,Beginning Teachers,Teacher Education,Teaching (Occupation),Mathematics Teachers,Professional Development,Preservice Teachers,Faculty Mobility,Teacher Burnout,Job Satisfaction,Qualitative Research

In the spring of 2005, the author began collecting data for a three-year study investigating the effectiveness of preservice preparation as measured by the transfer of pedagogical practices from preservice settings into novice inservice settings. She was interested in whether or not what was being taught, modeled, and/or espoused in a given teacher-preparation program (TPP) was utilized in the practices of clinical interns and later in the practices of these same subjects during their first two years of teaching. Although some of her subjects claimed that what was taught in their TPP was too theoretical, preservice observations (conducted from the spring of 2005 to the spring of 2006) and inservice observations (conducted from the fall of 2006 to the fall of 2007) revealed 65% and 71%, respectively, adherence to TPP practices. While these results were favorable in terms of the effectiveness of preservice preparation, another less favorable result emerged. The subject, Sarah, who transferred the most TPP aligned pedagogical practices into her inservice action (84% of 1,370 observed pedagogical practices) decided to leave the teaching profession following her second inservice year. This is obviously problematic. This young professional was an exemplary novice mathematics teacher. She was well prepared to teach in an innovative manner, utilizing principles and practices aligned with and advocated by (1) her teacher-preparation program and (2) the National Council of Teachers of Mathematics. She was, however, clearly unprepared to sustain this kind of teaching. In this article, the author describes Sarah's novice inservice experiences in order to contribute to the existing teacher-turnover and satisfaction literature. Her story is intended to help teacher educators and school leaders better understand the multi-faceted struggles that novice teachers face and the tensions they must negotiate. These cannot be boiled down to single, disjointed struggles that have obvious solutions, but occur in an interconnected, complex, and contextual manner which can exacerbate problematic situations and make solutions and methods for negotiation elusive (Hancock & Scherff, 2010). (Contains 1 note.) ["Leaving the Profession: The Context behind One Quality Teacher's Professional Burn out" was written with Alexandra Sullivan.]
The Role of Sociability Self-Concept in the Relationship between Exposure to and Concern about Aggression in Middle School
Author: Miller, Janice Williams
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Environment,Early Adolescents,Aggression,Interpersonal Competence,Violence,Middle School Students,Role,Self Concept,Safety,Student Attitudes,Correlation

This study examined middle grades students' sociability self-concept and their perceptions about feeling safe at school. Participants' (N = 420) exposure to school aggression and concern about the potential for violence at school were measured across four critical areas: fighting, bullying, stealing, and seeing weapons. Results indicated a limited exposure to school aggression for these young adolescents. However, students who did report seeing more aggression at school also tended to be more concerned about aggressive incidents occurring. The prediction of concern by exposure was stronger among students low in sociability self-concept and weaker for those high in sociability self-concept. Sociability self-concept, thus, appeared to be a protective factor, in that sociability self-concept buffered the effect of exposure to aggression on concern about violence at school. These results highlight the importance of attending to sociability self-concept during early adolescence in our efforts to reduce concern about aggression in the middle grades school environment. (Contains 4 tables and 1 figure.)
Now Is the Moment: The State, Public Education, &amp; Communities of Resistance in Oaxaca &amp; Wisconsin
Author: Hones, Donald
Date: 2012-00-00
Type: Journal Articles
Subjects: Collective Bargaining,Private Education,Participant Observation,Public Education,Library Research,Teacher Competencies,Conflict,Government School Relationship,Comparative Analysis,Foreign Countries,Personal Narratives,Interviews,Observation,Teacher Education,Internet,Research,Educational Finance,Federal Aid,Networks

This study draws from narrative research, wherein stories of individuals, groups, and communities are central to the interpretation. Through a process of interpretive interactionism, the author examined the groups and institutions involved in the ongoing conflict between the state and public education in Oaxaca, and then included comparisons and contrasts to the current struggle in Wisconsin. Moreover, the very public nature of the rebellion in Oaxaca and Wisconsin lends itself to the interpretation of these struggles as performance events. This article begins with a discussion of narrative inquiry as a tool to select sites for participant observation and to interview teachers, administrators, and others involved in those sites. Through interviews, participant observation, and library research, the author compared teacher preparation as well as current attempts to undermine traditional preparation in both states, Oaxaca and Wisconsin. What follows is a brief history of public education and teacher preparation in Oaxaca and Wisconsin, especially focusing on the polarizing events of 2006, when teachers and their supporters took over the city of Oaxaca and were only driven out by the Mexican army, and events in February and March of 2011 in Wisconsin, when mass resistance developed to the Republican effort to remove collective bargaining rights for state public employees. Through library and internet research, the author examined the conflicts between states, teachers, and public schools as they have developed in Oaxaca and Wisconsin, especially in the past five years. School funding is discussed, as well as current attempts to support private education with public funds. Finally, the struggle for better schools and better working conditions is highlighted, along with the importance of building networks of solidarity that cross state and international boundaries.
Culturally and Linguistically Diverse Students with Giftedness: How Teachers and Parents Can Support Their Academic and Social Needs
Author: Nguyen, Huong Tran
Date: 2012-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Foreign Countries,Military Personnel,War,Daughters,Disabilities,Refugees,Teacher Education,Females,Gifted,Cultural Context,Vietnamese People,Parent Child Relationship,Learning Experience,Cultural Differences,Cultural Background,Student Needs,Parent Teacher Cooperation,Teaching (Occupation),Child Rearing

Quynh (pseudonym), a Vietnamese-American female, was an honor student in her K-12 education in Vietnam four decades ago. April 30, 1975, abruptly signaled the fall of Saigon and the end of the Vietnam War. Many military personnel from the former regime found themselves and their loved ones in danger of being persecuted by the victorious new government. Nearly a decade later, Quynh and her family were permitted to enter the United States as political asylees; Southern California became their adopted home. There she resumed her education and pursued teaching as a career. Quynh soon completed her undergraduate and post-baccalaureate college education in the U.S. In addition to becoming a teacher, Quynh was also raising a school-aged daughter, Sheryl (pseudonym). Quynh often felt perplexed by her daughter's multi-tasking activities and observed that Sheryl seemed totally oblivious to her environment. She struggled with understanding her child's complex thought processes, viewpoints on matters, and responses to internal and external stimuli. Though Quynh repeatedly tried to connect to her daughter, she felt as though her efforts were frequently in vain: they seemed to be living in separate worlds. This article is a narrative of Quynh's journey toward better understanding aspects of giftedness in Sheryl and how it became manifested in cross-cultural contexts in order to fully support her daughter's academic and social needs. The purpose of this article is to: (1) Shed light on the experience of a Vietnamese American parent of a child with giftedness which could be of value to other parents; (2) Emphasize the importance of teachers and parents working together to ensure positive learning experiences for students with giftedness from diverse cultural and linguistic backgrounds; and (3) Offer practical suggestions and recommendations for educators to implement in their school settings.
Unheard Voices of Minority Teacher Candidates in a Teacher Education Program
Author: Szecsi, Tunde
Date: 2012-00-00
Type: Journal Articles
Subjects: Minority Group Teachers,Teacher Education Programs,Teacher Attitudes,Teaching (Occupation),Interviews,Observation,Teacher Motivation,Career Choice,Educational Experience

Giving voice to those who are representative of the minority teachers of the future can and will provide an important response to the growing concerns over the disproportionate balance of cultures between students and teachers in schools across the country (Bennett et al., 2006). The benefits of supporting minority teachers are abundant. Examination of the factors that may either hinder or support the transformation into teaching of this population is clearly warranted. The purpose of this study was to gain an in-depth understanding of minority teacher candidates' perceptions about the process of becoming teachers with a special focus on factors that support or hinder their transformation into the teaching profession. Through in-depth interviews with and observations of three minority teacher candidates, this study offers insights into their motivation to become teachers, perceptions of their strengths and weaknesses as teachers, and the support they received and challenges they faced in the teacher education program.
Knowledge of Multicultural Literature among Early Childhood Educators
Author: Brinson, Sabrina A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Childrens Literature,Teaching Methods,Early Childhood Education,Young Children,Preservice Teachers,Cultural Pluralism,Minority Groups,Knowledge Base for Teaching,Surveys,Faculty Development,Preschool Teachers,Cultural Awareness,Knowledge Level

In today's ever changing multicultural society, it is imperative for early childhood educators to be adept at facilitating the learning and progress of all children. In the United States, children of color make up about 40% of the population, and across the world children of color make up approximately 70% of the population. A primary goal in early childhood programs is to welcome and embrace the diversity of children and families in today's multicultural society. Therefore, early childhood educators need to hone their interpersonal skills, increase their knowledge about different cultures, and facilitate learning activities that compliment children from diverse populations. The purpose of this study was to assess the knowledge of early childhood educators about multicultural literature for children. The author developed an instrument entitled &quot;Survey of Multicultural Children's Literature&quot; and administered it to preservice and inservice educators in Shelby County, Tennessee. A total of 113 early childhood educators completed the instrument; 33 were preservice teachers and 80 were inservice educators. The results of this study demonstrate a critical and comprehensive need for professional development for preservice and inservice early childhood educators to increase their knowledge about culturally-specific and multicultural literature. (Contains 1 table.)
Engaging in Diverse Classrooms: Using a Diversity Awareness Survey to Measure Preservice Teachers' Preparedness, Willingness, & Comfort
Author: Fehr, Mary Cain
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Preservice Teacher Education,Institutional Research,Preservice Teachers,Student Attitudes,Student Diversity,Cultural Awareness,Measures (Individuals),Case Studies,Age,Gender Differences,Teacher Certification,Knowledge Base for Teaching,Surveys,Educational Objectives,Teacher Education Curriculum

Many teacher education institutions share a concern about assessing their preservice teachers' knowledge, skills, and dispositions related to teaching diverse P-12 students. This case study describes the iterative and sometimes difficult process involved in the development of a diversity awareness survey at one institution. The survey discussed here, administered each semester to approximately 400 preservice teachers in a college of education, produces a large amount of rich data that can be examined in relation to variables such as age, gender, intended certification level and discipline, and life experiences. Working with data from the survey the authors have articulated a hierarchy of six developmental levels that characterize participants' responses in relation to awareness/knowledge, skills, and dispositions. Initial findings indicate that most preservice teachers in the program are at a developmental level of three or four with regard to the open-ended questions about teaching diverse students. The focus of this article is on the challenge in designing a high-quality survey for this purpose. This survey and other similar institutional research studies are valuable tools for assessing program effectiveness as related to stated university goals, and in making programmatic and curricular decisions as a result. (Contains 4 tables.)
Sharing Stories, Sharing Cultures: Towards the Equitable Exchange of Children's Stories
Author: Cardenuto, Nancy E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Story Telling,Writing (Composition),Writing Workshops,International Educational Exchange

In Malawi, education is not always a top priority. Although there has been free primary education since 1994, attendance in school is not compulsory (Ngozo, 2010). Even when children do go to school, schools can be overcrowded with few books for students to use. Classrooms can hold over 100 children with whole groups of children sharing one textbook. The hope of better education motivates many in Malawi to carve paths of opportunities for vulnerable children. In this article, the author describes her experience as she spent years living in Malawi. She shares how she has seen great beauty in the relationships that are built among extended families in places where financial income is at a minimal as well as the friendliness and warmth of many of these cultures. She stresses the importance of exchanging stories in helping young people gain an insight into cultures vastly different from one another.
The East Bay Center for the Performing Arts: A Model for Community-Based Multicultural Arts Education
Author: Engdahl, Eric
Date: 2012-00-00
Type: Journal Articles
Subjects: Art Education,Facility Improvement,Integrity,Socioeconomic Status,Community Organizations,African Americans,Hispanic Americans,Educational Quality,Theater Arts,Theaters

This article highlights the East Bay Center for the Performing Arts in Richmond, California, which is one successful model of a community-based arts education organization whose central mission is to provide these deep art-rich experiences for students from low socio-economic status (SES) communities, who in this instance are predominately African Americans and Hispanics. How the East Bay Center has survived and grown from a modest start in 1968 to a $15.4 million capital campaign and building renovation is a model of how multicultural community-based organizations can serve their constituents and grow and mature in cities that are not economically vibrant. Looking at the lessons learned, but more especially how the Center has managed to retain institutional integrity and quality of services, can assist other organizations to likewise thrive.
Students Learn about Chinese Culture through the Folktale "Yeh-Shen": Emphasizing Figurative Language Interpretation
Author: Palmer, Barbara C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Figurative Language,Literary Styles,Asian Culture,Social Values,Folk Culture,Teaching Methods,Sociocultural Patterns,Cultural Traits,Discourse Analysis,Elementary School Students,High School Students

This article will analyze the figurative language that reflects Chinese traditional society and culture in "Yeh-Shen." The authors will consider both the figures of speech and the figures of thought (to include symbolism) that provide insight into an understanding of the Chinese culture through a reading of "Yeh-Shen." This analysis can be used by teachers to increase students' cultural awareness and authentic understanding of figurative language, thus developing intercultural competence. The intention of the article is: (1) To identify and categorize the figurative language and symbolism in "Yeh-Shen"; (2) To encourage students and teachers to reflect on socio-cultural elements in the story through an analysis of the figurative language, thus acquiring a deeper understanding of Chinese traditional society and culture; and (3) To examine traditional Chinese symbolism and figurative thought in order to better understand Chinese customs, beliefs, social values, and ways of thinking, thus developing both students' and teacher's intercultural understanding (and to provide some instructional ideas for the use of "Yeh-Shen" as a bridge to cultural understanding for students through the grades). (Contains 2 tables.)