ethanporcaro/eric-fulltext-meta huggingface dataset:
Reconfiguring Literacies in the Age of Misinformation and Disinformation
Author: Smith, Kristy
Date: 2021-00-00
Type: Journal Articles
Subjects: Misconceptions,Multiple Literacies,Barriers,Literacy Education,High School Seniors,Information Literacy,High School Teachers,Foreign Countries,Deception,Identification (Psychology),Internet,Student Attitudes,Teacher Attitudes,Information Seeking,Educational Change

Employing a multiliteracies framework, this paper explores the ways in which literacy pedagogy might respond to the emergent challenges that the new information environment poses. We contextualize literacy as a socially constructed endeavor of meaning-making that ranges across multimodal texts and has implications for identity, society, and political engagement. This paper highlights findings from an in-depth qualitative case study, examining how senior high school students and their teachers contend with the new information environment--including information abundance, misinformation, and disinformation. Drawing on in-class observations, student surveys and interviews, and teacher interviews, we offer a window into the complexities of how students and teachers grapple with information at school and, in the case of students, their personal lives. Finally, we discuss some of the opportunities for future literacy pedagogy. We contend that, in order to be responsive and authentic, literacy pedagogy should seek to address: the changing ways students engage with information; the complexity of ideas of safety and risk; the potential for socially-situated multiliteracies pedagogy; and, finally, the possibilities for future research and development.
Teaching and Assessing Early Literacy during COVID-19 and Beyond
Author: Ciampa, Katia
Date: 2021-00-00
Type: Journal Articles
Subjects: Literacy Education,Evaluation Methods,Emergent Literacy,COVID-19,Pandemics,Elementary School Teachers,Pedagogical Content Knowledge,Technological Literacy,Barriers,Asynchronous Communication,Synchronous Communication,Distance Education

The Coronavirus (COVID-19) pandemic challenged the education system across the world by forcing school buildings to close and educators to shift entirely to remote teaching overnight without formal training or practice. The purpose of this paper is to describe primary teachers' (grades K-3) challenges with remote literacy instruction during the COVID-19 pandemic. Technological, Pedagogical Content Knowledge (TPCK; Mishra &amp; Koehler, 2006) framework was used to examine the K-3 teachers' challenges when teaching literacy content remotely and the extent to which these three elements (technology, pedagogy, and content) were altered to specifically meet the professional development needs of teachers teaching in an extraordinary situation such as the COVID-19 pandemic. An open-ended online questionnaire completed by 300 respondents revealed that providing and administering rigorous, high-quality differentiated beginning reading and writing instruction and assessments in both synchronous and asynchronous learning formats was a challenge. Professional development was relegated to a techno-centric approach to planning remote literacy instruction. This article includes suggestions for dealing with primary grade teachers' instructional challenges and professional development needs associated with remote early literacy teaching, including developing collaborative structures such as virtual mentor coaching and virtual professional learning networks for planning and assessing remote early literacy instruction.
A Multimedia Option for Delivering Feedback and Professional Development to Teachers
Author: Kunemund, Rachel L.
Date: 2022-06-00
Type: Journal Articles
Subjects: Faculty Development,Feedback (Response),Multimedia Materials,Coaching (Performance),Computer Software,Programming,Teachers,Teacher Educators,Administrators,Observation,Individual Instruction

All teachers need ongoing coaching that helps them recognize areas of strength and need for teaching students with disabilities. Unfortunately, the amount, quality, and speed with which teachers receive feedback from coaches, administrators, mentors, or other instructional leaders on their academic and behavior management practices is limited. In this article, we describe a multimedia professional development option for documenting teacher practice, generating feedback, and delivering targeted instruction.
&quot;Now I Feel as a Full Person&quot;: Women&apos;s Empowerment through Integrated Functional Adult Education Program in Ethiopia
Author: Mengistie, Tilahun Adamu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Females,Empowerment,Functional Literacy,Adult Literacy,Illiteracy,Participation,Outcomes of Education,Economic Factors,Power Structure,Political Power,Social Status,Educational Benefits,Barriers

Notwithstanding their contribution to the development of any society, women are the underclass. Their participation in social, economic, and political spheres could be limited because of illiteracy. To improve their involvement, providing adult education is incontestable. This article examines Ethiopian women's empowerment through Integrated Functional Adult Education, using social, economic, and political dimensions. The paper confirms that providing adult education programs to illiterate women improved their day-to-day lives. The study concluded that Integrated Functional Adult Education improves women's lives in social and economic dimensions. However, the study also found that women's participation and empowerment in political issues remain unimproved.
Ca(n)non Fodder No More: Disrupting Common Arguments That Support a Canonical Empire
Author: Toliver, S. R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,English Teachers,Language Arts,Literature,Reading Material Selection,Figurative Language,Foreign Policy,Classroom Communication,Teaching Methods,Social Differences,State Universities,Teacher Education Programs,Teacher Educators,English Instruction

This paper uses an assignment given to the authors' preservice teachers to address and push back against common arguments used to uphold canonical text selection in secondary ELA classrooms. Using the metaphor of canon defense as empire building first made by Toni Morrison in the canon debates of the 1980s, the authors examine the weaknesses in arguments made that posit that canonical texts are necessary reading for secondary ELA classrooms because they are the highest quality available texts, have the allusions necessary for entrance into scholarly and literary spaces, and address the most important themes for classroom exploration. The authors argue that canon disruption in ELA classrooms can help to dismantle various institutional and systemic inequalities the canon reflects and supports.
&quot;It Is the Innocence Which Constitutes the Crime&quot;: Interrogating Whiteness in a Predominately White High School English Classroom
Author: Zaccor, Karla M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Whites,English Instruction,Racial Discrimination,Racial Bias,Social Justice,History Instruction,Interdisciplinary Approach,Power Structure,Racial Identification,Racial Factors,Multiple Literacies,Advantaged,Discussion (Teaching Technique)

We are living through a historical moment that is marked by a protracted struggle for systemic changes in the United States as demanded by the broader Movement for Black Lives, as well as a visible increase in White supremacist violence. Although studying race and racism should have always been part of the kindergarten through twelfth-grade curriculum, it is seen as a more imperative need in our current climate. We argue that White students in particular, as the beneficiaries of White privilege, need opportunities to discuss racism in the classroom. Using Critical Whiteness Studies and antiracist teaching as analytical lenses, this article uses qualitative, ethnographic methods to analyze classroom discussions about racism in a predominantly White high school English/history class in a suburban, private school. Our findings describe the ways the (White) teacher explicitly encouraged White students to interrogate the sources of their discomfort when talking about race and racism, as well as intentionally disrupted White epistemologies through his choice of texts and accompanying discussions. This work serves as an example of the ways Whiteness can be interrogated in literacy instruction, thus equipping White students with the tools to take antiracist action in their lives.
Supporting Peer Interactions in the Inclusive Preschool Classroom Using Visual Scene Displays
Author: Laubscher, Emily
Date: 2022-06-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Children,Students with Disabilities,Inclusion,Assistive Technology,Computer Mediated Communication,Interaction,Photography,Visual Stimuli,Video Technology,Augmentative and Alternative Communication

Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses one assistive technology tool, called visual scene displays (VSDs), for supporting communication and interaction between children. Specifically, the paper aims to: (a) describe VSDs; (b) discuss why VSDs are particularly well-suited for supporting social communication between young children; (c) describe how VSDs are created and introduced to children; and (d) provide examples of how VSDs may be implemented during two common preschool activities: object play and shared storybook reading. Finally, resources for creating VSDs are offered.
Mobilizing Critical Perspectives on Leadership: Narratives of Early-Career Professionals&apos; Self-Efficacy in Translating Leadership Theory to Practice
Author: Duran, Antonio
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Training,Graduate Study,College Graduates,Student Personnel Services,Barriers,Feedback (Response),Power Structure,Theory Practice Relationship,Self Efficacy

Given calls to integrate critical perspectives in leadership education, this paper presents the findings from a study conducted to see how efficacious early-career professionals are in translating these concepts into their practice. Guided by narrative inquiry, we centered the stories of nine practitioners after they participated in CSP 786, a graduate program leadership course informed by an attention to equity. Findings included: experiencing barriers within institutional contexts, working within spheres of influence, reacting to feedback when actualizing theory, and reflecting on power via social identities. Implications for practice are then offered.
Theory to Practice: The Use of Assessment in Shaping First-Year Student Services and Support
Author: Martin, Amanda L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Student Personnel Services,College Freshmen,Agricultural Education,Academic Support Services,Social Integration,First Year Seminars,Social Support Groups,School Holding Power,Academic Advising

This article focuses on the role of theory and assessment in shaping student services and support through collaboration between student and academic affairs. Specifically, this paper highlights the use of a first-year student assessment tool that informs student support practices in the College of Agriculture at Louisiana State University (LSU). Guided by Tinto's (2012) model of institutional action, the assessment tool examined the transition experiences of first-year students, which ultimately provided feedback on ways the academic college could better support their academic and social integration. The major innovations include strategic initiatives focused on three areas: first-year seminars, goal check-in meetings, and academic and social support. The article concludes with four recommendations for scholar-practitioners to help inform practice with first-year experiences and retention initiatives within higher education broadly.
The Black Box: Close Reading Literary Life
Author: Jarvie, Scott
Date: 2021-00-00
Type: Journal Articles
Subjects: Cloze Procedure,Reader Text Relationship,English Teachers,Reading Instruction,Autobiographies,Ethnography,Ethics,Literary Genres

This paper reimagines a quintessential literary practice: close reading. The autoethnographic inquiry examines the relationship between a single text and my experience with it as teacher, student, reader and writer: Jennifer Egan's short story &quot;Black Box&quot;. In doing so I make a case for the literary as a useful mode for being and teaching in classrooms, and for the literariness of the lives caught up in those classrooms. I examine various properties of the text, including the story's unusual form, the implications of its content and genre, the narrative voice, and the central metaphor of a black box. Reading through these, I consider how the story came to shape my imagination and practice as an English teacher. A final section considers the limitations of such a formalist approach to close reading, exploring how a novel framing of close reading as relational work makes ethical readings (Gallop, 2000) possible. The paper concludes with an analysis of the implications of that approach to reading and advances resonance as a concept of value for English teachers and researchers interested in thinking about the relationship among teachers, students, and texts.
Montessori Method of Education in Terms of Philosophical Anthropology
Author: Berber, Zeynep Baserer
Date: 2022-00-00
Type: Journal Articles
Subjects: Montessori Method,Educational Philosophy,Educational Anthropology,Child Development,Early Childhood Education,Elementary Secondary Education

Since its existence, the subject of man has been difficult and painful to understand. Philosophical anthropology comes to the fore as the field that deals with the essence and function of man to make sense of him. Philosophical anthropology tries to evaluate man from his birth to death. By doing so, philosophical anthropology draws on various philosophers. The process of understanding man, which started with Kant, is shaped by names such as Scheler, Cassirer, Mengüsoglu, and Hartmann. In philosophical anthropology, besides these names, Maria Montessori, who assessed man as a child, is also significant. She contributed to philosophical anthropology by actualizing theoretical structures with the Montessori method of education, which is based on the understanding of a child who stands on his/her own feet and which presents a new perspective on the man. This study is considered important in terms of grounding the aforementioned contribution and guiding future studies on the subject.
Occupational Choices and Career Orientations of Students in Girls Anatolian Imam Hatip High Schools
Author: Naiboglu, Gülsu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Career Choice,High School Students,Females,Single Sex Schools,Vocational Schools,Occupations,Religious Education,Student Interests,Student Attitudes,Influences,Individual Differences,Occupational Aspiration,Educational History,Grade 12

This study aims to determine the factors affecting the occupational choice and career orientation of senior students in Girls Anatolian Imam Hatip High Schools (Religious Vocational High School) and reveal what the students who turn to different occupation groups are affected. The study was conducted using the &quot;phenomenology&quot; pattern, which is one of the qualitative approaches. The research was conducted with 25 students studying in five different Girls Anatolian Imam Hatip High Schools selected from Istanbul in the 2019-2020 academic year. Twenty-five students were selected using &quot;criterion sampling&quot;, one of the purposive sampling methods. The data of the study were collected using the &quot;interview&quot; method, and a &quot;semi-structured interview form&quot; was used during the interview. The data were analyzed by the &quot;descriptive analysis&quot; method. This study has been guided by the fact that teachers, families, and policymakers clearly know whether the students in Imam Hatip High Schools, which were established to raise religious officials; make their choices in line with their own interests, abilities, skills, wishes, and desires or are influenced by their environment and that they have made different occupational orientations and preferences in recent years. It was determined that students have found common ground in the lifelong development process besides individual differences in their career and occupational choices. It is seen that students' occupational thoughts, which develop in the form of dreams at an early age, progress from abstract to more realistic and concrete as they grow up and develop; changes and even indecisions occur with the increasing number of effective factors and the predominance of personal desires. It is thought that it will help restructure the studies to be conducted in Turkey since the research is a study to discover &quot;factors affecting the occupational choice and career orientation&quot;.
Self-Leadership and Leisure Management of Sports Science Students in the Online Education Process
Author: Karagöz, Seniz
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership,Leisure Education,Electronic Learning,Foreign Countries,College Students,Athletic Coaches,Physical Education

The aim of this research is to examine the self-leadership and leisure management of the students of the Faculty of Sports Sciences in the online education process. The sample group of the research is formed from the students studying in different departments of Afyon Kocatepe University, Faculty of Sports Sciences, in the 2020-2021 academic year, a total of 195 students, including 97 female and 98 male. As a data collection tool, &quot;Self-Leadership Scale&quot;, &quot;Leisure Management Scale&quot; and &quot;Personal Information Form&quot; consisting of demographic variables were used in the research. In the data analysis, descriptive statistical methods, t test from independent samples, and one-way Variance Analysis (ANOVA) were used. In addition, Exploratory Factor Analysis (EFA) was used to determine the subdimensions of the relevant scales and correlation analysis to determine the relationship between the scales. In line with the findings of the study, it was determined that the self-leadership levels of the students of the Faculty of Sports Sciences during the online education process were close to perfect, and the levels of leisure management were close to good. In some subdimensions of the relevant scales; a significant difference according to gender, age and department variables has been found. A low-level meaningful relationship between self-leadership and leisure management has also been found. As a result of the research, it was determined that the Faculty of Sports Sciences students with formal education experience had a better level of self-leadership and leisure management than the students who participated directly in the educational process online.
Interpersonal Relationships: Cognitive Appraisals, Emotions and Hope
Author: Stephanou, Georgia
Date: 2020-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Attribution Theory,Teacher Attitudes,Teacher Student Relationship,Psychological Patterns,Emotional Response,Correlation,Junior High School Teachers,Foreign Countries,Locus of Control,Junior High School Students

This study examined teachers' attributions and emotions for their subjectively perceived interpersonal relationships with their students as positive or negative, and whether hope (pathways thinking, agency thinking) influences the perceived positive or negative interpersonal relationships, the subsequent attributions and emotions, and the impact of attributions on emotions. Fifty teachers, of both genders, completed the questionnaire for each of their five students who were randomly selected from their teaching classes. The results revealed that the positive interpersonal relationships were predominately attributed to stable, personally controllable and self-student controllable factors, whereas the negative interpersonal relationships were primarily attributed to external, external controllable, unstable, and self-student controllable factors. Also, teachers reported positive emotions of high intensity (sympathy, cheerfulness, exciting, love, not anger, calmness) for the positive relationships, and negative emotions of moderate intensity (no enthusiasm, shame, anxiety, no excitement) for the negative relationships. Yet, the high hope teachers made adaptive attributional and emotional appraisals for the positive and, mainly, negative interpersonal relationships. Agency thinking, as compared to pathway thinking, was a better and worse formulator of the appraisals in negative and positive interpersonal relationships, respectively. Hope, additionally, had direct effect on the emotions, beyond that afforded by attributions, particularly in negative interpersonal relationships.
When Teachers Become Students: Impacts of Neuroscience Learning on Elementary Teachers&apos; Mindset Beliefs, Approach to Learning, Teaching Efficacy, and Grit
Author: Gutshall, C. Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Neurosciences,Learning Processes,Brain,Teaching Styles,Persistence,Educational Objectives,Goal Orientation,Sleep,Anxiety,Exercise,Self Actualization,Self Control,Teacher Effectiveness,Elementary School Teachers,Neurological Organization

Previous research suggests that learning basic neuroscience constructs, especially about the malleability of the brain, impacts middle school and older students' academic mindset, response to failure and academic persistence. This research targets teacher beliefs using a similar model. Teachers were taught introductory neuroscience concepts related to how the brain learns. Session topics included: basic neurodevelopment, neuroplasticity, sleep and the brain, stress and the brain, exercise and the brain, growth mindset, growth mindset feedback, self-control and grit. Results of this school level intervention suggest significant impacts on teachers' mindset, teaching efficacy, teachers' approach to learning and grit. In particular, teacher mindset beliefs significantly increased after the teachers were taught the concepts. Implications for schools and teacher preparation are discussed.