ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining English Language Arts Common Core State Standards Instruction through Cultural Historical Activity Theory
Author: Barrett-Tatum, Jennifer
Date: 2015-07-05
Type: Journal Articles
Subjects: Academic Standards,State Standards,Alignment (Education),Language Arts,Primary Education,Literacy Education,Learning Activities,Core Curriculum,Curriculum Implementation,Social Theories,Elementary Schools,Comparative Analysis,Cultural Influences,Social Influences,Data Analysis,Semi Structured Interviews,Classroom Observation Techniques

The English Language Arts Common Core State Standards and corresponding assessments brought about many changes for educators, their literacy instruction, and the literacy learning of their students. This study examined the day-to-day literacy instruction of two primary grade teachers during their first year of full CCSS implementation. Engestr?m's Third Generation Cultural Historical Activity Theory is utilized as both a theoretical framework and a method for analysis to provide a rich description of the complex environment in which literacy instruction and learning occur. The ELA standards functioned as the primary objects of literacy instruction and literacy learning activities are discussed within the context of the larger cultural framework where the teachers interpret and implement these standards. Findings from this study illuminate the complex and interrelated influences of ELA CCSS, and reveal the power of the individual teacher in constructing the literacy learning opportunities.
Written Language Shift among Norwegian Youth
Author: Özerk, Kamil
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Written Language,Language Planning,Language Skill Attrition,Language Dominance,Language Maintenance,Norwegian,Language Usage,Uncommonly Taught Languages,Dialects,Bilingualism,Language Minorities,Geographic Location,Generational Differences,Official Languages,Language Attitudes,Secondary School Students,Primary Education,Surveys

In Norway there are two written Norwegian languages, Bokmâl and Nynorsk. Of these two written languages Bokmâl is being used by the majority of the people, and Bokmâl has the highest prestige in the society. This article is about the shift of written language from Nynorsk to Bokmâl among young people in a traditional Nynorsk district in the country. Drawing on empirical data we conclude that many adolescents are experiencing written language shift. We discuss various reasons for this phenomenon in the linguistic landscape of Norway. In our discussions we emphasize the importance of the school with regard to language maintenance and language revitalization. We call for a new language policy in the educational system that can prevent language shift. Having several dialects and two officially written forms of Norwegian in the country, creates a special linguistic landscape in Norway. Despite the fact that the Norwegian language situation is in several ways unique, it's done very little research on how the existing policy works in practice. Our research reveals that the existing language policy and practice in the school system is not powerful enough to prevent language shift and language decay among the youngsters. The school system functions like &quot;a fabric for language shift&quot;.
Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension
Author: Mokhtari, Kouider
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Reading Comprehension,Vocabulary Development,Correlation,Syntax,Language Acquisition,Knowledge Level,Multiple Regression Analysis

In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary knowledge and syntactic awareness contributed in significant yet unique ways to students' reading comprehension performance. Students who showed weaknesses in vocabulary and syntax also performed poorly on measures of reading comprehension. Additionally, we found that syntactic awareness explained a small amount of additional variance in reading comprehension beyond what was explained by vocabulary. The implications of these findings are discussed in light of research and practice addressing the relationships among syntax, vocabulary, and reading comprehension for more and less skilled readers.
Teach for All: Storytelling &quot;Shared Solutions&quot; and Scaling Global Reform
Author: Ahmann, Chloe
Date: 2015-04-20
Type: Journal Articles
Subjects: Educational Change,Neoliberalism,Partnerships in Education,Global Approach,Story Telling,Scaling,Global Education,International Organizations,Transformational Leadership,Personal Narratives,Ethnography,Interviews

&quot;Teach For All&quot; is a global network of state-based organizations that translate &quot;Teach For America's&quot; market model of school reform into moral projects of nation-building abroad. Referring to this challenge as one of &quot;scaling&quot; the organization, its leaders elaborate a theory of change that hinges on replicability: in order to effect a global education revolution, &quot;Teach For All&quot; must reproduce inspiring instances of change in classrooms around the world. In service of this goal, the organization marshals an impressive archive of transformational stories. Each supports its &quot;shared problems, shared solutions&quot; philosophy and attains status as evidence, suggesting that &quot;Teach For All's&quot; brand of transformative teaching can eradicate educational inequity despite the contingencies of place. &quot;Teach For All's&quot; use of stories to &quot;sell&quot; this brand of reform is itself nothing new. But what is so peculiar about &quot;Teach For All's&quot; project is that tales of individual conversion--of situated transformation--come to serve as sites for &quot;scalability.&quot; By exploring stories as technologies of scale, tracing the ways in which they travel the globe and operate on different audiences, and interrogating the work they do within &quot;Teach For All's&quot; ideological apparatus, this article explores the relationship between storytelling &quot;shared solutions&quot; and scaling global reform, and the generic subject that such a relationship produces.
Teaching Primary Grade Students Perfectionism through Cartoons Compared to Bibliotherapy
Author: Zousel, Miranda L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 1,Grade 2,Grade 3,Suburban Schools,Public Schools,Personality Traits,Cartoons,Bibliotherapy,Comparative Analysis,Control Groups,Experimental Groups,Effect Size,Instructional Effectiveness,Pretests Posttests,Student Surveys

This experimental study compared concept acquisition and enjoyment of learning about perfectionism under two conditions: bibliotherapy (control) and analysis and construction of cartoons (experimental) in first, second and third grade students (N = 46). Posttest results showed students learned significantly more content in the experimental condition with a medium effect size. Students were more engaged in the cartoon condition, appreciating the humor and opportunity to be creative. Most students reported liking the bibliotherapy but some complained of boredom. The authors recommend that both bibliotherapy and cartoon analysis be used in lessons about perfectionism to maintain student interest and comprehension of concepts.
At the Roots of Finnish Elementary Education--How Were Children Raised in the First Finnish Elementary Schools?
Author: Uusiautti, Satu
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Child Rearing,Educational History,Educational Legislation,Federal Legislation,Goal Orientation,Teacher Education,Christianity,Compulsory Education

This study dissects the history of Finnish elementary education and the way children were raised during the initial phase of Finnish education in the 18th century. The development of Finnish education was studied through contemporary decrees and laws and studies of Finnish school history. The preliminary aim was to focus on the principles and practices of raising children in Finnish schools. This study focuses on (1) describing the birth, goals, and practices of Finnish elementary education and development toward compulsory education, (2) describing the way children were raised toward the contemporary goals, and (3) dissecting the connection between teacher training and the goals of raising children in Finnish schools. All these viewpoints are discussed from the viewpoint of how the aspirations and objectives were realized and implemented in practice in raising children. As a conclusion, we discuss the influence of the past in today's educational practices.
Short-Term Faculty-Led Study Abroad Programs Enhance Cultural Exchange and Self-Awareness
Author: Gaia, A. Celeste
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Intercultural Programs,Pretests Posttests,Participant Satisfaction,Consciousness Raising,Program Length,Minicourses,College Students,Participant Characteristics,Interest Inventories,Online Surveys,Norms,Program Effectiveness,Cultural Awareness,Interpersonal Competence

Though many experts argue that semester or year abroad study is the optimal path, short-term programs meet the needs of students who would not otherwise study abroad and can be effective at increasing intercultural competency. The present study describes one type of short-term program--the embedded faculty-led model--and provides evidence that programs of three weeks or less may be practical and affordable. Participants (N = 136) in short-term faculty-led study abroad courses completed the Global Perspectives Inventory in a pre-post test format. Results indicated that these short-term programs enhanced participants' understanding and awareness of other cultures and languages, appreciation of the impact of other cultures on the world, and awareness of their own identity. However, these programs may need to address more fully the value of living in complex situations, respect and acceptance of varying cultural perspectives, and a greater sense of responsibility to others. This model can be used with students from a variety of cultures.
The Worst of Both Worlds: How U.S. and U.K. Models Are Influencing Australian Education
Author: Dinham, Stephen
Date: 2015-04-27
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Educational Policy,Privatization,Models,Global Approach,Public Education,Politics of Education,Equal Education,Academic Achievement,Outcomes of Education,Free Enterprise System,Institutional Autonomy

This commentary explores the so-called global &quot;crisis&quot; in education and the corresponding pressures and moves to &quot;reform&quot; education, and in particular, public education. The myths underpinning and driving these developments are examined. Supposed problems with (public) education and proposed solutions are explored. The solutions include government, institutional and corporate support for non-traditional forms of schooling such as government funded independent, for-profit schools, free schools, charter schools, cyber schools and academies. These are proliferating despite a lack of supporting evidence and in some cases in spite of non-supportive evidence. General deregulation of education at all levels and a belief in the power of market forces to improve teaching, schooling and student achievement drive these developments, in which Australia is following closely in the footsteps of models developed in U.S. and the UK. Cumulatively, these forces and developments are resulting in the discrediting and dismantling of public education. Rather than being addressed and rectified, disadvantage is being reinforced and inequity deepened, widened and entrenched, something that is ultimately bad for everyone in society.
Professional Capital as Accountability
Author: Fullan, Michael
Date: 2015-02-16
Type: Journal Articles
Subjects: Accountability,Educational Policy,Policy Formation,Human Capital,School Effectiveness,Social Capital,Standards,Professional Development,Leadership Training,Capacity Building,Models,Systems Approach

This paper seeks to clarify and spells out the responsibilities of policy makers to create the conditions for an effective accountability system that produces substantial improvements in student learning, strengthens the teaching profession, and provides transparency of results to the public. The authors point out that U.S. policy makers will need to make a major shift from a heavy reliance on external accountability and superficial structural solutions (e.g., professional standards of practice) to investing in and building the professional capital of all teachers and leaders throughout the system. The article draws key lessons from highly effective school systems in the United States and internationally to argue that the priority for policy makers should be to lead with creating the conditions for internal accountability, that is, the collective responsibility within the teaching profession for the continuous improvement and success of all students. This approach is based on the development and circulation of professional capital that consists of three components: individual human capital, social capital (where teachers learn from each other), and decisional capital (developing judgment and expertise over time). In this new professional accountability model, the external accountability that reassures the public that the system is performing in line with societal expectations continues to be an important role of educational systems, but it is nurtured and sustained by the development of strong internal accountability.
Professional Accountability for Improving Life, College, and Career Readiness
Author: Snyder, Jon
Date: 2015-02-16
Type: Journal Articles
Subjects: Accountability,Career Readiness,College Readiness,Educational Policy,Educational Practices,Teacher Education Programs,Writing Instruction,Credentials,Teacher Certification,Government Role,Teaching (Occupation),Faculty Development,Tenure,Teacher Evaluation

This article builds on Darling-Hammond, Wilhoit, and Pittenger's (2014) new paradigm on &quot;Accountability for College and Career Readiness&quot; by focusing on one of its three pillars--professional accountability. The article begins by offering a conceptual framework for professional accountability for improvement. Next, it highlights slices of four organizations whose improvements efforts serve as a model for professional accountability. Then the article provides an overview of what a complete system of professional accountability would require. The article ends with a narrative of a teacher's career in an imagined future where school, district, state, and federal contexts are designed and provide resources for a cohesive constellation of policies, programs, and practices that increase learning for children, adults and the entire system.
Resource Accountability: Enforcing State Responsibilities for Sufficient and Equitable Resources Used Effectively to Provide All Students a Quality Education
Author: Sciarra, David G.
Date: 2015-03-02
Type: Journal Articles
Subjects: Accountability,Alignment (Education),College Readiness,Career Readiness,Educational Resources,Equal Education,Educational Quality,Needs Assessment,Economically Disadvantaged,Academic Standards,Educational Finance,State Aid,Educational Change,Government Role,Resource Allocation,Models,Federal Government,State Government,Educational Policy,Academic Achievement,Court Litigation,Urban Schools

Darling-Hammond, Wilhoit, and Pittenger (2014) addressed the need for states to align their accountability systems with new college- and career-ready learning standards. The authors recommended a new accountability paradigm that focuses on 1) meaningful learning, enabled by 2) professionally skilled and committed educators, and supported by 3) adequate and appropriate resources. This paper explicates the provision of adequate and appropriate resources, the third of these three pillars of a comprehensive approach to accountability. Adequate resources, effectively used, are prerequisites to building the capacity of schools to deliver the two other pillars, professionally skilled and committed educators and meaningful learning. Also, the effective use of public school funding is an oft-ignored but crucial step toward ensuring equal educational opportunity for all students.
Is the Earth Flat or Round? Primary School Children's Understandings of the Planet Earth: The Case of Turkish Children
Author: Özsoy, Sibel
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Urban Schools,Grade 1,Childrens Literature,Childrens Art,Cartoons,Semi Structured Interviews,Concept Formation,Misconceptions,Freehand Drawing,Qualitative Research,Astronomy,Elementary School Science

The purpose of this study is to explore primary school children's understandings about the shape of the Earth. The sample is consisted of 124 first-graders from five primary schools located in an urban city of Turkey. The data of the study were collected through children's drawings and semi-structured interviews. Results obtained from the drawings showed that only one third of the participants have drawn scientifically acceptable images of the earth. However, the subsequent semi-structured interviews revealed that more children have scientific knowledge about the shape of the Earth. The results also revealed that cartoons, story books and daily life experiences are the reasons for children's misconceptions.
Eye-Tracking as a Tool in Process-Oriented Reading Test Validation
Author: Solheim, Oddny Judith
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 7,Elementary School Students,Reading Tests,Test Validity,Eye Movements,Reading Comprehension

The present paper addresses the continuous need for methodological reflection on how to validate inferences made on the basis of test scores. Validation is a process that requires many lines of evidence. In this article we discuss the potential of eye tracking methodology in process-oriented reading test validation. Methodological considerations are highlighted and special significance is placed on the importance of studying the first reading of a text as well as reading while answering questions about it. This point of view expands the traditional scope of eye-tracking methodology in reading research. We conducted a small-scale study in which 18 12-year olds read and answered questions about a multimodal text. In this study comprehension scores were related to allocation of visual attention in two conditions: (i) reading a text passage for the first time; and (ii) rereading of the text passage while answering questions about it.
Open-Ended Tasks in the Promotion of Classroom Communication in Mathematics
Author: Viseu, Floriano
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Teachers,Interpersonal Communication,Class Activities,Interviews,Teacher Student Relationship,Educational Change,Elementary School Students,Elementary School Teachers,Classroom Communication

Mathematics programmes in basic education are currently undergoing reform in Portugal. This paper sets out to see how teachers are putting the new guidelines for the teaching of mathematics into practice, with particular emphasis on maths communication in the classroom. To achieve this, an experiment in teaching the topic &quot;Sequences and Regularities&quot; with open-ended tasks, using a qualitative and interpretative approach, is reported. Data were collected during two class observations, from two interviews and by analysing the activities of the students. An exploratory task was chosen in the first lesson and a investigative one in the second. One month separated the two lessons, and during this time the teacher read and discussed texts on mathematics communication. Observation of the first lesson showed that the communication in the classroom was mostly focused on the teacher, which provided little student-student and student-class interaction. In the second observed lesson, the teacher changed the attention she paid to what each student said and did, encouraging the students to ask each other and encouraged student-class and the student-student communication.
The International Student's Experience: An Exploratory Study of Students from Vietnam
Author: Wearring, Andrew
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Experience,Learning Strategies,Teaching Methods,Cognitive Style,Student Attitudes,Student Adjustment,Language Proficiency,Cultural Differences,Student Diversity,Student Characteristics,Evaluation Methods,Evaluation Problems,Educational Environment,Barriers,Coping,Qualitative Research,Semi Structured Interviews

International students are an important part of today's global university sector. This paper explores, through 10 in-depth interviews, the perceptions of Vietnamese international students studying with regard to their experience of teaching and learning in Australia. The findings indicate that Vietnamese students struggle with language, assessment, and Western teaching and learning styles. Many interviewees felt that local students often lumped them together with other international students, who sometimes had no desire to befriend or work with them. The paper provides recommendations on how to improve students' experiences and adds to the current debate on international students' satisfaction, with general implications for international education.
Teacher Perceptions of Gender-Based Differences among Elementary School Teachers
Author: Wood, Tracy Darrin
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Gender Differences,Elementary School Teachers,Mixed Methods Research,Online Surveys,Statistical Significance,Teacher Student Relationship,Interprofessional Relationship,Interviews,Reliability,Validity,Pedagogical Content Knowledge,Teaching Styles,Teacher Effectiveness,Role Models,Positive Attitudes

The purpose of this study was to examine teacher perceptions of gender-based differences among elementary school teachers. In this mixed-methods study, the researcher utilized an online survey to collect data. Quantitative analysis revealed no statistically significant differences; however, qualitative analysis showed that there were more negative responses to survey statements pertaining to males. More than half of the participants perceived differences between female and male elementary teachers, including beliefs that female teachers are more nurturing, that male teachers are more laid back, and that male teachers are more dominant and commanding with students. Four conclusions were drawn: elementary teachers perceive differences between female and male teachers, male elementary teachers are perceived more negatively than female colleagues, a vast majority of participants feel that more male elementary teachers are needed in the elementary schools, and differences between female and male elementary teachers remain unclear.