ethanporcaro/eric-fulltext-meta huggingface dataset:
Changing Tendencies in the UK: Teaching Dialects in Schools and Standardization
Author: Minasyan-Bareid, Armenui
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dialects,Bilingualism,Bilingual Education,Preschool Education,Teaching Methods,Geographic Regions,Language Maintenance,Instructional Materials,Case Studies,Language Planning

This paper investigates the case of diglossia in Shetland, northern Scotland: the use of dialect and its implementation in pre-school and school educational curriculum. In particular, this article is aimed at revealing methodology and educational programs used in teaching the dialect in order to protect the local language traditions. The article examines teaching materials used in pre-school and school curricula in Shetland to establish in what ways teaching dialect is carried out and what methods are used to involve children most effectively in the dialect learning process. The current article is based on the research project carried out on the territory of the Shetland Islands, therefore, all the data and materials used are authentic and up-to-date. The results of the research presented in the article argue that while in some areas of the British Isles dialects are dying out, the local citizens of the Shetland Islands have found a way to protect and spread their local language variety. Moreover, the Shetland language case study demonstrates that the Shetland dialect implementation in pre-school and school curricula has, first of all, proved the bottom-up management effective and, secondly, revival and standardization of a local variety possible.
Age Discrimination in the US Higher Education and Employment
Author: Nikolaev, Boris
Date: 2016-00-00
Type: Journal Articles
Subjects: Equal Education,Age Discrimination,Access to Education,Legal Responsibility,Legislation,Comparative Analysis,United States History,Court Litigation,Courts,Law Enforcement,Federal Legislation,Educational Legislation,Older Adults,Equal Opportunities (Jobs),Constitutional Law,Civil Rights Legislation

The need to ensure equal rights to different age groups without discrimination in our country necessitates the study of international experience. One of the traditional and at the same time, urgent problems in the USA is the problem of age equality and the overcoming of discriminatory theory and practice. The goal of the study is to analyze the genesis of the system of legal safeguards against age discrimination in the U.S. legislation and the practice of the United States Supreme Court. Methodological potential includes methods of comparative historical and legal analysis. The development of the United States Supreme Court and other federal courts on age discrimination was investigated, the grounds for the institute emergence were analyzed, and its discriminatory nature, causes and conditions of its assessment in the decisions of the US Supreme Court were revealed.
Clinical Experiences and Mediational Activities in Urban Teacher Preparation: Learning and Critical Consciousness
Author: Willey, Craig
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Ethnography,Experiential Learning,Preservice Teachers,Teacher Competencies,Teaching Skills,Program Design,Longitudinal Studies,Student Teaching,Practicums,School Community Programs,Design,Culturally Relevant Education,Urban Teaching,Program Development,Program Evaluation,Minority Groups,Observation,Documentation,Journal Writing,Seminars,Grounded Theory

In a longitudinal design experiment conducted within an urban teacher preparation program, we employed ethnographic and auto-ethnographic methods to investigate the following questions: 1) In what ways do clinical experiences (CEs) support prospective teachers' (PTs) development of knowledge, skills, and dispositions necessary for urban teaching? 2) How is it determined that adjustments need to be made to the design and facilitation of CEs, and what did these adjustments yield in terms of student learning outcomes? The program centers and leverages CEs in order for PTs to connect theory and practice, particularly an awareness of, and skills associated with, equitable teaching practices. In our two-year field-based program, CEs included community explorations, one-on-one and small group work with children, two student teaching practicums, and various school-community events. We describe the process undertaken to maximize the benefits yielded from CEs. After working with three cohorts of PTs for their entire professional training, we found that: 1) focusing attention on the intentional design and assessment of the mediational activities coupled with CEs leads to more nuanced understandings and enactments of culturally relevant teaching among PTs; and 2) CEs afford PTs abundant opportunities to shape complex identities as urban teachers. Specifically, we found that clinical experiences and corresponding mediational activities support PTs' understanding of families of color, allow them to recognize and address problematic schooling practices, and strengthen PTs' otherwise fragile critical consciousness. We conclude that strategic interventions can provide clarity for PTs around what has been learned, and what is left to be developed.
Perspective Tools of the Strategic Management of VFR Tourism Development at the Regional Level
Author: Gorbunov, Aleksandr P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Tourism,Strategic Planning,Geographic Regions,Foreign Countries,Social Systems,Models,Guidelines,Innovation,Management Development,Delphi Technique,Statistical Analysis,Teaching Methods,Technology Integration

This study is aimed at identifying the perspective tools of strategic management in general and strategic planning of VFR tourism (for the purpose of visiting friends and relatives) at the regional level in particular. It is based on dialectical and logical methods, analysis and synthesis, induction and deduction, the concrete historical and systemic approaches, which in their totality helped to reveal the key characteristics of VFR tourists arriving in the Stavropol region as well as to offer the author's model of the VFR tourism development strategy at the regional level. This paper substantiates the idea that VFR tourism is a very attractive and promising segment of the tourism market of Russia, despite the fact that the public authorities currently undertake no measures for its targeted development. This study is conducted in the framework of the project No. 2570 &quot;Model of transformative (creative and innovative) management in self-regulating socio-economic systems including high school&quot;, performed in the context of the basic part of the public task in the field of scientific activities of the Ministry of Education and Science of the Russian Federation.
Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning
Author: Dole, Sharon F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Problem Based Learning,Student Projects,Case Studies,Educational Change,Teaching Methods,Structured Interviews,Creative Thinking,Course Evaluation,Feedback (Response),Teacher Attitudes,Observation,Teacher Collaboration,Theory Practice Relationship,Experiential Learning,Critical Thinking,Online Courses,Blended Learning,Inservice Teacher Education,Gifted,Special Education Teachers,Teacher Certification

This article reports the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on in-service teachers' conceptions of experiential learning. Participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL, and an experiential component in which they facilitated PBL and PjBL with children in grades 1-9 during a one week field experience on a university campus. The goal of the field experience was for teachers to change their practice from didactic to inquiry, and to promote critical and creative thinking in their students. A case study method was used that involved data derived from six different sources: online structured interviews, follow-up telephone interviews, discussion board posts, reflections, course feedback, and observations. The main theme that emerged from the data analysis was the critical role the field experience played in applying theory to practice. Sub-themes included understanding the process of implementing PBL and PjBL, mastering the logistics of PBL and PjBL, becoming facilitators, and collaborating with partners. Results showed that the field experience gave the teachers the &quot;courage&quot; to experiment with a student-centered methodology.
Examination of the Self-Efficacy of Primary School Teacher Candidates towards First Reading-Writing Education
Author: Bayraktar, Hatice Vatansever
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Effectiveness,Elementary School Teachers,Preschool Teachers,Reading Instruction,Writing Instruction,Foreign Countries,Surveys,Gender Differences,Instructional Program Divisions,Statistical Analysis

The aim of this study is to examine the levels of the self-efficacy of primary school teacher candidates towards first reading-writing education and whether they differentiate by various variables. The study is prepared in accordance with the screening model. The universe of this study consists of the primary school teacher candidates who receive education at an Education Faculty of a public university in Istanbul province. As for the sample, it consists of 124 primary school teacher candidates who receive education at the Education Faculty of two public universities in Istanbul province. As for the data collection tool, the &quot;Self-efficacy towards First Reading-Writing Education Scale&quot; developed by Delican (2016) was employed in this study. As a result of the study, there is not a significant difference between the self-efficacies of the primary school teacher candidates towards first reading-writing education depending on their age. The self-efficacy of the primary school teacher candidates towards first reading-writing education creates a significant difference depending on the gender variable. In the preparation, practice and assessment sub-dimensions and on the scale overall, the self-efficacy of females towards first reading-writing education is higher when compared to males. There is a significant difference depending on the variable of the grade in which the primary school teacher candidates receive an education. The self-efficacy of the primary school teacher candidates who study in the 3rd grade towards first reading-writing education is higher when compared to the primary school teacher candidates in the 4th grade. There is not a significant difference between the self-efficacy of the primary school teacher candidates towards first reading-writing education depending on the variable of thinking that teaching first reading-writing to primary school first grades is a hard work. The self-efficacy of the primary school teacher candidates who have previously helped their siblings or nephews during the process of learning first reading and writing towards first reading-writing education is higher in regard to the practice and assessment sub-dimensions and the scale overall. It was observed that the self-efficacy of the primary school teacher candidates towards first reading-writing education in regard to the preparation and practice sub-dimensions and the scale overall was high; the self-efficacy of the primary school teacher candidates towards first reading-writing education according to the assessment sub-dimension was at a quite high level.
&quot;A Place Where Nobody Makes Fun of Me Because I Love Science&quot;--An In-School Mini Science Museum as a Meaningful Learning Environment to Its Student Trustees
Author: Spektor-Levy, Ornit
Date: 2016-00-00
Type: Journal Articles
Subjects: High School Students,Science Instruction,Museums,Teaching Methods,Phenomenology,Grade 11,Student Role,Student Attitudes,Student Characteristics,Cooperative Learning,Student Interests,Self Efficacy,Student Empowerment,Emotional Response,Constructivism (Learning),Urban Schools,Volunteers,Semi Structured Interviews,Grounded Theory,Qualitative Research

The novelty of this study is rooted in the uniqueness of its setting: Informal, in school, Mini Science Museum that is managed by high school students who also develop teaching materials and guide the visitors. The phenomenological study presented here followed, over a period of 9 months, a group of 11 students that served as the museum's trustees. It explored their perceptions of their own development, emotions and attitudes and the characteristics that turn the museum into a meaningful learning environment for its trustees. Data was gathered primarily by means of in-depth interviews and notes taken during museum staff meetings. Inductive analysis revealed three main themes: collaborative learning and guidance; interest and pleasure; self-efficacy and empowerment. In each theme, three aspects repeated with a high level of consistency: Cognitive; Emotive; and Practical. The students expressed feelings of empowerment and self-efficacy, described the museum as a learning environment that supports knowledge development in &quot;a fun way&quot;, environment that enhances collaborative learning, sense of belonging to a supportive community. Our study demonstrates that such learning environments are feasible in schools. Even though such framework may not answer the needs of all students, it may answer the needs of students who want to study more science and who are motivated to teach others.
Immersing Teacher Candidates in Experiential Learning: Cohorts, Learning Communities, and Mentoring
Author: Jay, Jordan
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Experiential Learning,Theory Practice Relationship,Cohort Analysis,Models,Sustainability,Communities of Practice,Mentors,Internship Programs,Residential Programs,Mathematics Teachers,Success,On the Job Training,Program Effectiveness

In this article, we present three models of teacher preparation programs that immersed their candidates in experiential learning aimed at bringing together theory and practice. We identify the key components that can be generalized from studying such programs, examine factors that led to their dismantling, and propose a potentially more sustainable model.
&quot;Out of My Comfort Zone&quot;: Understanding the Impact of a Service-Learning Experience in Rural El Salvador
Author: Beckman, Paula J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Rural Areas,Foreign Countries,Student Attitudes,Poverty,Graduate Students,Undergraduate Students,Program Descriptions,Journal Writing,Interviews,Self Efficacy,Career Choice,Cultural Awareness,Social Justice,Immigration,Immigrants,Health,Qualitative Research,Case Studies,Preservice Teachers,Early Childhood Education,Ethnography

This qualitative case study was designed to explore student's perceptions of the impact of a two-week service-learning experience in rural El Salvador. Students stayed in an economically impoverished village in rural El Salvador and worked on projects that promoted education for children in the village. Participants included 15 graduate and undergraduate students. Multiple data sources were used to understand these impacts including: open-ended interviews conducted two to four months after the trip; field notes from participant observations in large and small group activities, group reflections; and informal incidents and conversations; review of student journals; student final papers, and daily activity and health logs. While the initial process of adjustment was difficult for some students, all students felt that this experience had an important, positive impact on them. Data indicated that this impact occurred in all three major areas addressed in this study, including: personal (e.g., sense of appreciation, gaining perspective, rethinking consumption, clarifying values, and learning they &quot;could do it&quot;/self-efficacy), professional (affirming career choices, ability to work with Latino children and families; improving professional skills), and global awareness (e.g., perspectives on poverty and social justice, views of immigration, understanding of the world). The data further indicated a more explicit impact on personal, professional and global awareness of participants who identified themselves as future teachers, thus with a potential positive influence on future children under their care, particularly children who are poor and/or immigrants. Findings are discussed in terms of extant literature related to the impact of short-term service experiences.
Teacher Professional Development outside the Lecture Room: Voices of Professionally Unqualified Practicing Teachers in Rural Zimbabwe Secondary Schools
Author: Mukeredzi, Tabitha Grace
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Development,Rural Schools,Foreign Countries,Teacher Shortage,Access to Education,Qualitative Research,Photography,Secondary School Teachers,Teacher Attitudes,Classroom Environment,Experiential Learning,Informal Education,Semi Structured Interviews,Content Analysis,Workshops

Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition, qualified, competent teachers shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become recognized internationally as a way to address staffing rural schools and Education for All commitments, there remain outstanding questions regarding how such teachers professionally learn and grow in these rural contexts outside the Teacher Education Institution lecture room. An understanding of how they develop professionally is crucial. This study explored professional development experiences of professionally unqualified practicing teachers in rural secondary schools. A qualitative design was adopted and three-interview series complimented by photo elicitations were employed to explore the teachers' professional development experiences. Data were transcribed and manually analysed inductively utilizing open coding. Findings suggest that professional development experiences for these teachers occurred in four sites: school structures, wider professional sites, planned and unplanned gatherings, and the classroom. Drawing on concepts of professional development to describe, analyse and understand data, the author illustrates that professionally unqualified practicing teachers in rural secondary schools experience professional development outside Teacher Education Institutions in interaction, through domains of formality and experience: non formal, informal and experiential.
&quot;Thinking as Someone Else&quot;: Using Avatars in Teacher Education and the Challenge to Think and Act as Someone Else
Author: Wasmuth, Helge
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Simulation,Teacher Education Programs,Perspective Taking,Online Courses,Student Developed Materials,Qualitative Research,Educational Innovation,Teaching Methods,Experiential Learning,Personality Traits,College Students

This article discusses an alternative learning project that was conducted in an online course at a teacher education program from Fall 2012 to Fall 2015. As part of the course, students had to create avatars, an alter ego, and think and act as their avatars when faced with educational issues. The project strives to overcome challenges that teacher education programs have to take into account when preparing students to become teachers. A qualitative research study was conducted in order to find out more about the students' thinking and learning in this innovative approach of the online class. Results of the study and the implications for the project will be discussed.
Free-Operant Field Experiences: Differentially Reinforcing Successive Approximations to Behavior Analysis through a ShaperSpace
Author: Mason, Lee L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Student Needs,Autism,Pervasive Developmental Disorders,Reinforcement,Field Experience Programs,Operant Conditioning,Training Methods,Incidental Learning,Graduate Students,Student Projects,Behavior Modification

Over the past few years an increasing number of schools and community organizations have developed transformative learning spaces referred to as &quot;MakerSpaces&quot; for research and training purposes. MakerSpaces are organizations in which members sharing similar interests in science, technology, engineering, and math (STEM) gather to work on self-selected projects. Proponents of MakerSpaces highlight the implicit benefits arising from participants' increased engagement with complex technical content in a voluntary, authentic context. We extend the MakerSpace concept to applications of training special education teachers to address the needs of students with Autism Spectrum Disorder (ASD). Applied behavior analysis (ABA) has vast empirical support for treating ASD. We believe the MakerSpace model provides a platform for developing a new generation of special education teachers. However, rather than making novel products, the focus is on shaping the behavior-analytic repertoires of special education teachers. In the field of ABA, the term &quot;shaping&quot; describes the differential reinforcement of successive approximations to a target behavior. Accordingly, we propose the name ShaperSpace to describe a novel clinical training approach to developing special education teachers who employ research-validated interventions for individuals with ASD. The supervision model described in this article is provided, not as a recommendation, but as an exemplar that has developed over four years' contingency shaping and continues to be refined. We appeal to the reader to consider the ShaperSpace as a starting point from which skills developed through free-operant field experiences will ultimately be shaped and selected by the naturally occurring contingencies of the environment.
Getting the Right Fit: Designing a Professional Learning Community for Out-of-School Time
Author: Vance, Femi
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Communities of Practice,After School Programs,Faculty Development,Training Methods,Facilitators (Individuals),Best Practices,Teacher Participation,Curriculum,Leadership,Coaching (Performance),Educational Planning,Interviews

A skilled workforce is critical in high-quality out-of-school time (OST) programs. However, the workshops commonly used to train OST staff are not adequately preparing practitioners to deliver quality programs that can benefit youth. Professional learning communities (PLCs) are a practice-focused alternative that has a track record of improving the way staff work with youth. To maximize a PLC's benefits, facilitators must employ training techniques different from those used in traditional workshops. The authors interviewed experienced PLC facilitators to get guidance on how to structure PLCs to meet the needs of OST staff and programs. This study surfaced best practices for designing a PLC suited to the OST profession.