ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Effects of Multiple Intelligence Instruction on Math Performance
Author: Dillihunt, Monica L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Urban Schools,Multiple Intelligences,Mathematics Achievement,Grade 5,Mathematics Instruction,Conventional Instruction,Minority Group Students,Intermode Differences,Grade 3,Quasiexperimental Design,Pretests Posttests,Instructional Effectiveness,Intervention,Teaching Methods

The purpose of this study is to discern the effects of instruction type on minority students in urban schools, mathematics achievement. Two hundred thirteen third and fifth grade (136 African American and 77 Latino) students attending schools in low-income urban communities were provided mathematics instruction in one of two ways: multiple intelligence instruction (MI) or traditional instruction. Quasi-experimental results (Creswell, 2005) reveal that students exposed to multiple intelligence instruction score significantly higher on the mathematics posttest than students in the traditional instruction context. MI students also demonstrate significantly higher improvement from pre to post test than traditional instruction students do. Implications of these findings and future research directions are discussed. (Contains 3 tables and 1 figure.)
Advocacy on the Front Lines of CTE
Author: Reese, Susan
Date: 2011-09-00
Type: Journal Articles
Subjects: Lifelong Learning,Auto Mechanics,Teaching Methods,At Risk Students,Vocational Education,Advocacy,Learning Processes

Career and technical education (CTE) in the 21st century is more relevant and rigorous than ever before. It prepares students to compete in the global workplace, it inspires lifelong learning, and it helps prevent at-risk students from dropping out of school because it keeps them engaged in the learning process. Those who work on the front lines of CTE know this, but not all of the stakeholders in the communities do. That's why advocacy is so important, and career and technical educators are using many tools and strategies to share the message. This article highlights the successful efforts of student advocates; how one teacher secured technology and construction funding for his automotive technician program; and it zeroes in on how a state association rallies its members.
Measuring the Return on Investment for CTE
Author: Kotamraju, Pradeep
Date: 2011-09-00
Type: Journal Articles
Subjects: Outcomes of Education,Vocational Education,Case Studies,Labor Force Development,Program Implementation

Career and technical education (CTE) is increasingly being seen as a major contributor to the recovery of the U.S. economy. However, questions exist as to the effectiveness and impact of CTE. One is whether the federal investment (Carl D. Perkins Act) in CTE is paying off. To answer this, there is a need to establish the &quot;internal efficiency&quot; of CTE by comparing the costs and benefits of implementing CTE at the local or state levels. A second question is whether CTE has a measurable impact. This question focuses on &quot;external effectiveness.&quot; In this article, the author will refer to the measurement of the internal efficiency and external effectiveness of CTE as the ROI for CTE. This article summarizes the contents of the &quot;ROI Guidebook for Career and Technical Education,&quot; which will be published by the National Research Center for Career and Technical Education (NRCCTE) this month. (Contains 2 figures.)
Preparing Urban Teachers to Integrate Technology for Instruction: Challenges and Strategies
Author: Javeri, Manisha
Date: 2006-00-00
Type: Journal Articles
Subjects: Urban Schools,Urban Teaching,Technology Integration,Educational Technology,Computer Uses in Education,Teacher Education Programs,Barriers,Access to Computers,Computer Attitudes,Motivation,Computer Literacy

This paper focuses on the challenges faced by faculty in the urban teacher preparation programs, particularly in the area of technology integration by pre-service and in-service teachers in their classroom instruction. The paper discusses the issues of first-order barriers (access to technology, infrastructure support) and second-order barriers (perceptions and attitudes toward technology, motivation to integrate technology), that impede successful technology integration in an urban classroom. Strategies to overcome these barriers are further discussed in detail, which provide teachers with finding a balance between learning technology skills and applying these skills to fit their pedagogical beliefs of meaningful technology integration.
Seeking Home: Portrait of a Changing Urban Teacher Education Program
Author: Berghoff, Beth
Date: 2006-00-00
Type: Journal Articles
Subjects: Expertise,Preservice Teacher Education,Urban Schools,Schools of Education,Teacher Education Programs,Community Schools,Program Descriptions,Educational Change,Cultural Awareness

The value of teacher education is being questioned at the same time as schools are facing the challenges of budget shortfalls and unfunded mandates. Efforts to professionalize teaching are being undermined by overly authoritarian control of the curriculum and test-driven reforms. But schools of education do know how to stay the course. This article is a portrait of one teacher education program working with the local community schools to bring about change and to prepare teachers who are culturally competent discipline experts.
Building an Innovative Induction Program for Urban Teachers through a University and District Partnership
Author: Washburn, Judith
Date: 2006-00-00
Type: Journal Articles
Subjects: Urban Schools,Urban Teaching,Formative Evaluation,Masters Programs,Partnerships in Education,Educational Innovation,College School Cooperation,Beginning Teacher Induction,State Standards,Institutional Role,Teacher Certification,Teacher Education Programs,Cooperative Programs,Group Dynamics

In response to the challenges of new state-mandated requirements for teacher credentialing, a team of university faculty and school district representatives worked in a collaborative project to support beginning teachers. The outcome of the collaborative is an innovative program that provides support and formative assessment of teachers during their first two years of teaching, the induction period, while providing them with an opportunity to obtain a master's degree. This master's program meets the state induction standards and at the same time enhances the teachers' preparation for educating students in urban schools. (Contains 1 table.)
Perceptions about Urban Schools: Changes in Preservice Teachers after Working in a City School
Author: Truscott, Diane
Date: 2006-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Urban Schools,Pretests Posttests,Teacher Interns,Educational Environment,Student Teacher Attitudes,Attitude Change,Beliefs,Student Surveys,Work Experience,Student Teaching,Preferences,Performance Factors,Urban Environment

The study reports on changes in beliefs and attitudes toward urban schools evidenced by teacher candidates when engaged in a five week summer tutoring experience in a city school district. Beliefs at pre and post testing are presented descriptively, while changes between the two measures are presented in a matched-case method. Among the most significant changes in perceptions by teacher candidates are those associated with the school environment, specifically the commitment to diversity and the resources necessary for effective education. Teacher intern concerns shifted from larger macro-level issues such as quality of building and adequacy of teaching resources to micro-level ones including students' learning abilities, general student health, parental involvement and support. (Contains 2 tables.)
Impediments, Supports, and Suggestions for Effective Teaching of Mathematics: What Urban Teachers and Principals Say
Author: McVarish, Judith
Date: 2006-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Urban Teaching,Urban Schools,Teacher Effectiveness,Teacher Role,Principals,Barriers,Elementary Secondary Education,Instructional Materials,Mathematics Instruction,Teaching Methods,Student Characteristics,Teacher Responsibility,Administrator Responsibility

This study rests on written statements made by New York City teachers and administrators. The study documents what a sample of urban teachers of mathematics and school principals in elementary, middle, and high schools state are: impediments of, as well as supports to, their productive teaching of mathematics, and their suggestions of what is needed to help promote the productive teaching of mathematics. (Contains 3 figures.)
Integrating a New Urban Teacher Education Center into a School and Its Community
Author: Noel, Jana
Date: 2006-00-00
Type: Journal Articles
Subjects: Teacher Education,Urban Education,Urban Schools,Elementary Schools,School Community Relationship,Partnerships in Education,State Universities,Public Agencies,Community Development

A new Sacramento State University Urban Teacher Education Center (UTEC) is located at Jedediah Smith Elementary School, a highly diverse urban school whose students come entirely from two federally subsidized housing complexes. This paper documents the integration of UTEC into the school and its community, including descriptions of the initial set-up of the center, the incorporation of UTEC into its basic structure, how UTEC has expanded its realm into overall school functioning, and UTEC's movement toward learning about and becoming involved in the community agencies, community groups, and neighborhood efforts to provide support for children, their families, and their school. (Contains 3 tables.)
Talk among Student Teachers in an Urban High School: Questioning Dimensions of Difference
Author: Szpara, Michelle Yvonne
Date: 2006-00-00
Type: Journal Articles
Subjects: Student Teachers,High Schools,Urban Schools,Teacher Attitudes,Race,Low Income,Teacher Expectations of Students,Minority Groups,Ethnography,Discourse Analysis,Middle Class,Cohort Analysis

Race and other forms of difference are socially constructed concepts, continually reproduced and redefined in interaction. It is important to focus on how race and class are constructed by future teachers, because the ways in which they perceive their students may affect their interactions in the classroom, including having lower expectations for certain minority groups. This study focuses on how a cohort of interns--predominantly White (European American) and middle-class--make sense of racial and class differences while teaching in an urban, low-income, minority-race high school. Ethnographically oriented discourse analysis was employed to examine the interns' representations of difference. Findings include the rarity of explicit discourse about race and class, the functions of various discourse strategies to circumvent explicit discussions, and a deficit model approach among interns toward educating low income, minority students. (Contains 4 tables.)
How to Use Social Media as an Advocacy Tool
Author: Kidwai, Sabrina
Date: 2011-09-00
Type: Journal Articles
Subjects: Federal Government,Presidents,Social Networks,Computer Mediated Communication,Access to Information,Advocacy,Electronic Publishing

When Barack Obama ran for President in 2008, he not only used a grassroots campaign to reach out to his constituents, he also utilized social media. Since Obama's run for President, other politicians and federal government officials have sought to capitalize on social media's reach by creating their own Facebook, YouTube and Twitter accounts. Policymakers are engaging in social media to not only interact with their local communities, but to keep their constituents informed about upcoming meetings, speeches and visits, as well as campaign news. This article discusses the major types of social applications, reveals how an individual can effectively use social media in his/her efforts to advocate for career and technical education (CTE), and provides helpful tools for social media management. (Contains 4 online resources.)
Urban Legend in Teacher Education
Author: Smiley, Azure Dee
Date: 2006-00-00
Type: Journal Articles
Subjects: Urban Teaching,Multicultural Education,Special Education Teachers,Teaching Experience,Urban Education,Special Education,Teacher Education,Preservice Teachers,Cultural Differences,Urban Schools

Many European American pre-service special education teachers participate in activities and coursework to prepare them to engage with diverse students in urban settings. This qualitative study explores the experience of two teacher candidates taking part in one such program. Specifically, the interactions and perceptions of the participants' first urban teaching experience are examined. Interviews and observations were conducted to reflect on the way participants interpret and implement their special education and multicultural education preparation as a means to better understand how to prepare teacher candidates for border crossing (Giroux, 1992) and urban teaching experiences. The need for addressing preconceived notions and expectations about urban education within teacher preparation is discussed.
Retaining Urban Teachers: The Impact of Mentoring
Author: Saffold, Felicia
Date: 2006-00-00
Type: Journal Articles
Subjects: Urban Schools,Urban Teaching,Mentors,Alternative Teacher Certification,Focus Groups,Collegiality,Urban Education,Teacher Persistence,Teacher Attitudes,Beginning Teachers,Self Efficacy

This study explores urban teachers' perception of their mentoring experience in an alternative urban teacher education program. Fifteen teachers who had been teaching in urban schools for at least three years participated in focus groups. The findings support the need for continuing the development of new teachers through utilizing mentors in the induction years. The mentoring relationship is of primary importance in developing self-confidence, competence, and collegiality during the first year.
Maryland's Library Public Awareness Campaign for CTE
Author: Gilli, Lynne M.
Date: 2011-09-00
Type: Journal Articles
Subjects: Public Schools,Vocational Education,Libraries,Partnerships in Education,Public Libraries,Career Awareness,State Departments of Education,Career Development

Career and technical education (CTE) has grown and changed tremendously over the past 20 years. While great strides have been made in upgrading CTE in Maryland, many parents, students, policymakers and community members were not familiar with the &quot;new and improved&quot; CTE. In a bid to spread the word about the &quot;new and improved&quot; CTE in Maryland, a marketing and public awareness campaign that involved a partnership between divisions of the Maryland State Department of Education, three public school systems and libraries was undertaken. The goal was to increase awareness and knowledge of parents, students, policymakers and the broader community about today's CTE programs. This partnership is being successfully replicated in different school systems each year and has the potential for replication in other states.
Project ReConnect: Fostering Resilience within Disconnected Youths
Author: Bethea, James
Date: 2007-00-00
Type: Journal Articles
Subjects: Adolescents,Dropouts,Qualitative Research,At Risk Persons,Nontraditional Education,Urban Education,Resilience (Psychology),Caring,Classroom Environment,Group Membership,Class Size,Focus Groups,High School Equivalency Programs,Educational Attainment,Success

This qualitative research study identifies protective factors that foster resilience in disconnected youths (ages 16-18) who are participants in Project ReConnect, an alternative education program in New York City. Observations, participant observations, interviews, and focus groups were utilized to collect data from ten participants. Findings suggest a small class size, caring environment, and building unity among at-risk youths contribute to enhanced resilience in these youths. Examples of resilience, as well as implications for education will be discussed. (Contains 1 table.)
Pride in Our Profession: Together We Make It Work
Author: Perna, Mark C.
Date: 2011-09-00
Type: Journal Articles
Subjects: Teachers,Vocational Education,Partnerships in Education

These are trying times for education and it seems like educators are under fire from every direction. Funding, performance and overall effectiveness are just a few of the shots taken almost daily and reported by the media. Don't fall for the media spin and hype surrounding the tough times and choices that lie ahead. A career and technical education (CTE) teacher can make a difference. Marketing consultant Mark C. Perna says that thousands of young people turn their lives around because of CTE, and it's time that educators pull together in high numbers to get out their messages of success. Perna shares that the perfect CTE success story is unfolding in his own family. CTE has an incredible impact, both in his family and in thousands of other families nationwide. He wonders how much more they could accomplish if they pulled together their significant numbers and made their collective voice heard, unified as a profession.
Professional Development: Assisting Urban Schools in Making Annual Yearly Progress
Author: Cramer, Elizabeth D.
Date: 2007-00-00
Type: Journal Articles
Subjects: Urban Schools,Federal Legislation,Educational Improvement,Professional Development,Educational Indicators,Improvement Programs,Program Descriptions,Case Studies,School Districts,Achievement Gains,Achievement Rating,Accessibility (for Disabled),Federal Regulation,Needs Assessment,Teacher Surveys,Classroom Observation Techniques,Followup Studies,Disadvantaged Schools

Under the No Child Left Behind Act (2002), all schools are required to demonstrate that all students make annual yearly progress (AYP). This can be difficult, particularly for students in urban schools and even more so for students with disabilities. The authors report on one large urban school district's attempts to provide support to 140 schools that did not meet AYP in the 2003-2004 school year. Two years worth of support through professional development are described, as well as the achievement results for all schools with a particular focus on two case study schools. (Contains 5 tables.)
Preservice Teachers' Beliefs about Urban Contexts
Author: Hatch, J. Amos
Date: 2007-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Urban Teaching,Beliefs,Context Effect,Interviews,Computer Mediated Communication,Multicultural Education,Journal Writing,Urban Schools,Urban Youth,Urban Environment,Student Teacher Attitudes

This article reports findings from a qualitative study of preservice teachers' beliefs about the contexts of urban teaching. Participants were in their first semester of a K-6 licensure program designed to prepare them for urban teaching. Interviews and email reflective journal exchanges with the researcher were the data of the study, and descriptive-analytic findings are organized using a taxonomy of preservice teacher beliefs about urban children, schools, families, and communities. Interpretive generalizations are presented as consistencies and paradoxes across preservice teachers' beliefs about teaching in urban settings. (Contains 2 tables.)
War of the Generations: Reentering the Underemployed Workforce
Author: Finkelstein, Jim
Date: 2011-09-00
Type: Journal Articles
Subjects: Human Capital,Stimulation,Baby Boomers,Underemployment,Age Groups,Older Adults,Occupational Aspiration

There is an interesting new dynamic in today's workplace--Millennials, GenXers, baby boomers and seniors are fighting for the same jobs. Millennials are seeking to enter for the first time; GenXers are seeking to upgrade their positions; boomers are seeking to, in many cases, re-enter the workplace, having had their retirement nest eggs seriously whacked; and seniors are seeking additional monetary resources and intellectual stimulation. In short, everyone is out there slugging it out for jobs that are still limited in supply. This article examines a few dynamics in today's human capital marketplace--underemployment and competition among the generations.
Mentoring in the Community College
Author: Haynes-Burton, Susan
Date: 2007-00-00
Type: Journal Articles
Subjects: Community Colleges,College Faculty,Diversity (Faculty),Mentors,Teacher Qualifications,African American Teachers,Faculty Development,College Role,Educational Development,Disproportionate Representation,Beginning Teacher Induction

Community colleges are crucial to American economic progress and are the gateways for students of color to enter higher education. The enrollment of students of color has soared in the last three decades, increasing 61.3% since 1986. However, the majority of community college faculty and administrators remains predominantly White. A more diverse faculty must be recruited and retained in community colleges to meet the needs of this diverse student population.
Hershey Helps Students Taste Their Future
Author: Foster, John
Date: 2011-09-00
Type: Journal Articles
Subjects: Fund Raising,Cooperation,Private Financial Support,Teamwork,Leadership,Secondary School Students,Food Service,Service Occupations,Philanthropic Foundations

It takes one sweet company to make an industry collaboration work! Hershey Entertainment and Resorts is that company! The company is best known for its resort and entertainment entities. As background, it is important to understand the philanthropic history of the company, Milton Hershey, and the town he built on chocolate. Milton Hershey left behind more than just a chocolate empire; his philanthropy lives on today in the programs his company funds to help young people have brighter futures. Hershey Entertainment and Resorts sponsors a program that targets secondary students who have an interest in pursuing a career in the culinary field. The program, &quot;A Taste of Your Future--One Sweet Culinary Experience,&quot; puts a razor-sharp edge on the associated skills needed to be successful in this field, such as teamwork, collaboration and leadership. The program sponsors included Sysco of Central Pennsylvania, Buca di BEPPO Italian Restaurant, Golden Corral, Buffets Inc., Black Bear Fundraising, and Singer.
Screening for Early Learning Problems within an Urban Population: The Brief Academic Competence Evaluation Screening System
Author: Kettler, Ryan J.
Date: 2007-00-00
Type: Journal Articles
Subjects: Feedback (Response),Learning Problems,Validity,Identification,Classrooms,Urban Population,National Standards,Tests,Early Childhood Education,Reliability,Elementary School Students,Evaluation Methods,Surveys

The Brief Academic Competence Evaluation Screening System (BACESS; Elliott, DiPerna, &amp; Huai, 2003) is a multi-phase instrument designed to assist educators in the identification of students who are likely to experience early learning problems. The BACESS was used in eight elementary classrooms (n=71) in southern California. Each phase of the BACESS was found to be highly reliable, and the BACESS was found to share concurrent validity with the California Standards Tests. Teacher feedback via an evaluation survey indicated that phases 1 and 2 of the system were time efficient and useful. (Contains 2 tables and 1 figure.)