ethanporcaro/eric-fulltext-meta huggingface dataset:
Desegregation, the Attack on Public Education, and the Inadvertent Critiques of Social Justice Educators: Implications for Teacher Education
Author: Philip, Thomas M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Justice,Teacher Education,Educational Change,Public Education,Teacher Educators,Education Courses,Beginning Teachers,Ideology,Civil Rights,Race,School Districts

There is a growing recognition in teacher education that in order to work toward a more equitable and just society, programs of teacher education must explicitly engage with the political commitments of teachers and teacher educators (Cochran-Smith, 2005). They must prepare prospective teachers to address &quot;societal structures that perpetuate injustice&quot; and to engage in &quot;individual and collective action [that mitigates] oppression&quot; (McDonald &amp; Zeichner, 2009). From this perspective, it is critical that teachers understand &quot;the sociopolitical and economic realities that shape their lives&quot; and the linkages between macro-level structures and micro-level classroom processes (Bartolome, 2004). An essential aspect of such an understanding is what Bartolome terms &quot;ideological clarity,&quot; which involves teachers' identification, comparison, and contrasting of dominant society's &quot;explanations for the existing socioeconomic and political hierarchy&quot; with their own explanations (p. 98). In this article, the author builds on this body of scholarship as well as theories of ideology and conceptual change (Philip, 2011) to argue that teacher educators often fail to facilitate the development of important aspects of prospective teachers' ideological clarity when they promote broad critiques of injustice without attending to how these critiques are situated in contemporary efforts &quot;to reorganize and redistribute resources along particular racial lines&quot; (Omi &amp; Winant, 1994, p. 56). To examine this argument more closely, the author briefly explores the processes through which public institutions and spaces, particularly schools, have been undermined in California in the years leading up to and following the historic Civil Rights rulings and legislation of the 1950s and 1960s. Based on his experience as an instructor in teacher education courses that examine the historical, social, political, and economic contexts of schooling, and his work with prospective teachers more generally, the author argues that social justice educators often re-voice and reaffirm well-intentioned critiques that inadvertently undermine the public, thereby continuing to deny equitable access, particularly to people of color, in the post-Civil Rights era (Bonilla-Silva, 2001, 2003). (Contains 1 footnote.)
Engaging in Critical Social Dialogue with Socially Diverse Undergraduate Teacher Candidates at a California State University
Author: Chavez-Reyes, Christina
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Justice,Preservice Teacher Education,Social Problems,Social Differences,Ethnicity,Ethnic Groups,Higher Education,Teacher Education,Public Education,Democracy,Citizenship

&quot;Critical social dialogue&quot; (CSD) is the process of problem posing, facilitating personal stories through silence and multimodal assignments, and positioning them for students to re-examine and re-evaluate their understanding of systems of social difference, the beginnings of a multicultural and social justice intellectual frame for pre-service teachers. Using data from an evaluation of an interdisciplinary educational foundations course, this article focuses on the process of CSD in a mixed race and ethnicity sample of undergraduate teacher candidates at a California state university. First, the author discusses the literature on race talk in the college classroom, as the predominant social issue discussed and studied, interspersing relevant literature from teacher education research. Next, the author describes the features and process of CSD followed by examples of CSD through teacher reflections on class activity and students' work. Finally, the implications for facilitating CSD in teacher education courses will be discussed. (Contains 7 notes, 1 table and 1 figure.)
Integrating Language Diversity into Teacher Education Curricula in a Rural Context: Candidates' Developmental Perspectives and Understandings
Author: Cho, Jeasik
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Education,Curriculum Development,Rural Areas,Second Language Learning,Language Acquisition,Likert Scales,Surveys,Teacher Education Curriculum,Higher Education,School Districts,English Language Learners,Schools of Education,Cultural Differences,Race,Ethnicity,Ideology,Language Variation,Linguistics,Bilingual Education,English (Second Language),Preservice Teachers

This study took place at the University of Wyoming, located in the rural mountain West. The University of Wyoming, with approximately 13,000 students, is the only four-year university in the state. The teacher education population of the College of Education is about 600, and demographically, this population is about 90% White, predominately female, and from rural communities across the state and other states that border Wyoming. Likewise, most school districts in the state of Wyoming are less diverse (ethnically, racially, and linguistically) than the national averages. Given this context, the College of Education has tried to address issues of diversity at the program level over the last decade or so. This article provides an account of a curriculum development, integration, and implementation initiative in the educational studies department (EDST). The content to be integrated in the program focused on language acquisition, a critical need given the urgency for teachers to support and honor rapidly growing populations of English language learners (ELLs) in the state, region, and nation. Given the need to develop and implement curricula and pedagogy that support learning for all children, including those who speak languages other than English, the authors felt morally and professionally compelled to begin to consider the ways they might prepare their students, teacher education candidates, for the language diversity they are sure to experience in their careers. This challenge is especially unique in their context, a rural state with a rapidly increasing ELL student population and an unfortunately small number of teachers with ELL credentials and/or experience working with second language learners. It is the authors' hope that in creating and sharing this account, they are able to advance understandings about the role teacher education can play in preparing the next generation of teachers for the linguistic diversity in their PreK-12 schools. (Contains 2 notes and 2 tables.)
Preservice and Inservice Teachers' Implicit Theories of Intelligence
Author: Jones, Brett D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Intelligence,Motivation,Preservice Teachers,Educational Theories,Inservice Teacher Education,Beliefs,Teacher Behavior,Student Teacher Attitudes,Teacher Attitudes,Questionnaires,Teaching Experience,Attitude Measures,Intelligence Differences,Definitions,Cognitive Structures,Cognitive Processes

Implicit theories of intelligence (i.e., individuals' beliefs about the nature of intelligence, such as whether it is fixed or changeable) are important because they are related to individuals' behaviors and their beliefs in other areas (Sternberg, 2000). Implicit theories of intelligence are especially important in educational settings because students who view intelligence as something that can be changed tend to be more academically motivated and perform at higher academic levels than students who view intelligence as a fixed, unchangeable trait (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 1999). Much of the research related to implicit theories of intelligence has focused on investigating the beliefs of students. As a result, there is less research related to teachers' beliefs about intelligence. Teachers' conceptions of intelligence are important, however, because they have been found to affect students' beliefs about intelligence (Oakes, Wells, Jones, & Datnow, 1997; Watanabe, 2006), which in turn impacts students' motivation and achievement (Dweck, 1999). The purpose of this study is to contribute to the literature on implicit theories of intelligence by investigating the nature of preservice and inservice teachers' intelligence beliefs. (Contains 2 tables.)
Using Video to Collaborate around Problems of Practice
Author: van Es, Elizabeth A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Video Technology,Educational Change,Clubs,Mathematics Education,Communities of Practice,Protocol Materials,Protocol Analysis,Classroom Techniques,Praxis,Theory Practice Relationship,Investigations,Behavioral Objectives,Aptitude Treatment Interaction,Change Strategies,Teaching Experience,Teacher Collaboration,Thinking Skills,Transcripts (Written Records),Data Analysis,Classroom Environment,Curriculum Implementation,Performance Factors,Goal Orientation

This article investigates how the goals of participants in a video club evolved and became more shared over time. A video club brings groups of teachers together to analyze video from one another's classrooms (Sherin, 2004). The purpose of the video club the author investigates was to bring teachers together to analyze student thinking, an important goal of mathematics education reform efforts (NCTM,2000). In particular, the author investigates how learning through participation in the video club travels into the classroom and how new experiences in the classroom travel back to professional development to influence the goals that are put forth and taken up by the group. This study uses teachers' accounts of practice, as they are described, narrated, and represented in the video club meetings, to attend to the interplay and evolution of the participants' goals and to examine if and how they become more coordinated over time. (Contains 1 table and 1 figure.)
Student Teacher Evaluations of Cooperating Teachers as Indices of Effective Mentoring
Author: Sayeski, Kristin L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Teaching,Teaching Experience,Cooperating Teachers,Professional Development,Mentors,Student Teachers,Student Evaluation of Teacher Performance,Best Practices,Teacher Behavior,Skill Analysis,Teaching Skills,Online Surveys,Teacher Education Programs,Preservice Teacher Education,Teacher Effectiveness,Supervisory Methods

Every year teacher preparation programs invest considerable time and energy in selecting and supporting cooperating teachers who serve as mentors for their student teachers. Given the weight and importance educators place on the student teaching experience and the powerful role it can play in shaping future teachers, it makes sense for teacher preparation programs to identify those practices of cooperating teachers that contribute to quality student teaching experiences. Further, knowledge of highly valued practices can be used to create professional development designed to enhance the mentoring skills of those teachers who serve as cooperating teachers. In this article, the authors present analysis of data from 389 student teachers' evaluations of cooperating teachers. From this data set, the authors identified those practices that student teachers acknowledged as having a positive influence on their professional development. The focus of this article is to codify specific cooperating teacher behaviors that were identified repeatedly in the data set as contributing value to student teacher development. The authors then provide suggestion for how these practices can be addressed in the professional development of cooperating teachers. (Contains 1 table.)
Multi-Site Analyses of Special Education and General Education Student Teachers' Skill Ratings for Working with Students with Disabilities
Author: King-Sears, Margaret E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Efficacy,Special Education,Student Teaching,Teaching Experience,Alternative Teacher Certification,Student Teachers,Disabilities,Accessibility (for Disabled),Skill Analysis,Regular and Special Education Relationship,Individual Differences,Self Evaluation (Individuals),Intermode Differences,Teacher Competency Testing,Student Characteristics,Rating Scales,Comparative Analysis,Knowledge Base for Teaching

In this study, the researchers examined self-ratings from special and general education teacher candidates engaged in their culminating instructional activity prior to graduation: student teaching. Acquiring data at the end of the student teaching experience was targeted because student teaching is when teacher candidates apply the knowledge and use the skills they learned in courses. Moreover, student teaching can be the time when student teachers' self-efficacy beliefs evolve, especially pertaining to teaching students with disabilities. This timing of data collection provides teacher preparation programs a unique lens from which to more methodically assess programmatic strengths and areas to improve. Three research questions guided this examination: (1) Are there differences between skill self-ratings of student teachers in general education and special education programs?; (2) Are there differences between skill self-ratings of student teachers in traditional general education and traditional special education programs?; and (3) Are there differences between skill self-ratings of student teachers in special education completing traditional certification and alternative certification teacher preparation programs? In this article, the authors provide discussion relative to the three research questions focused on the student teachers' ratings, identify limitations of the study, and describe the educational importance of the research, with implications for future research. (Contains 4 tables and 2 figures.)
Teacher Knowledge of Attention Deficit Hyperactivity Disorder among Middle School Students in South Texas
Author: Guerra, Fred R., Jr.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disability Identification,Attention Deficit Hyperactivity Disorder,Teacher Competencies,Student Characteristics,Middle School Teachers,Middle School Students,Symptoms (Individual Disorders),Knowledge Level,Hispanic Americans,At Risk Students

This quantitative study examined the knowledge levels middle school teachers in South Texas have in relation to attention deficit hyperactivity disorder (ADHD). The study specifically compared teacher knowledge levels among three specific ADHD knowledge areas: (a) general knowledge of ADHD, (b) knowledge of symptoms/diagnosis of ADHD, and (c) knowledge of treatments for ADHD. The three subscales were measured by the study instrument, Knowledge of Attention Deficit Disorders Scale (KADDS). The sample for this study involved 107 teachers from five predominately Hispanic middle schools in South Texas. The middle schools were in three independent school districts, and data were collected during the 2008-2009 school year. Results indicated that teachers' greatest area of knowledge dealt with identifying the symptoms/diagnosis of ADHD. Teachers had lower scores related to general knowledge and knowledge of treatments for the disorder. Implications of the study results are discussed, and recommendations are presented. (Contains 4 tables.)
Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis
Author: Cisco, Brooke Kandel
Date: 2012-00-00
Type: Journal Articles
Subjects: Scientific Research,English (Second Language),Second Language Learning,Reading Comprehension,Educational Research,Vocabulary Development,Reading Strategies,English Language Learners,Instructional Effectiveness,Transfer of Training,Native Language

Recent data indicate that many adolescent English language learners (ELLs) comprehend English texts at only a limited literal level. The purpose of this research synthesis was to systematically identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to instruction. Parameters were established to determine whether the collected research studies met the purpose of the synthesis and the standards for quality research, using the guiding principles for scientific research set forth in the National Research Council's "Scientific Research in Education". Three themes emerged across the 11 identified studies: (a) the essential role of vocabulary knowledge in ELLs' English reading comprehension, (b) the role of first language and transfer in ELLs' reading comprehension, and (c) Three themes emerged across the 11 identified studies: (a) the essential role of vocabulary knowledge in ELLs' English reading comprehension, (b) the role of first language and transfer in ELLs' reading comprehension, and (c) the role of effective instruction in enhancing ELLs' English reading comprehension. In this paper, we discuss the findings and their implications for classroom instruction and note substantive and methodological concerns that should be addressed in future research.
The Unfolding of Methodological Identity: An Autobiographical Study Using Humor, Competing Voices, and Twists
Author: Bernauer, James A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Research Methodology,Qualitative Research,Statistical Analysis,Researchers,Identification,Autobiographies

This article explores my journey from quantitative to qualitative researcher, including the effects this journey has had on my identity as well as on those whom I previously referred to as "subjects". "Identity" is examined from both an historical as well as from a self-dialogical, autobiographical perspective. Eleven "twists" that mark turning points and detours describe this journey, and this paper employs "voices" that offer contextual background and contradictory advice on the road towards methodological identity. These twists describe experiences as both teacher and student and readers are invited to join in this retrospective reflection in order to experience insights and new appreciations. The article concludes with a brief integration of the literature and contextual reflection as well as several questions that invite readers to consider issues related to methodological identity and implications for teaching and learning that arose as a consequence of this journey.
Home-School Relationships: A Qualitative Study with Diverse Families
Author: Cardona, Betty
Date: 2012-00-00
Type: Journal Articles
Subjects: Family School Relationship,Early Childhood Education,Case Studies,Family Involvement,Parents,Interviews,Observation,Parent Attitudes

This qualitative case study explored how families from diverse cultural backgrounds understood family involvement in the context of early childhood care and educational settings. Participants in the study included nine members from six families who had children enrolled in three early childhood care and education programs. The primary method of data collection included in-depth interviews with the parents of these children. A second data source was obtained through non-participant observations in each of the three programs. Findings revealed that the way families understand parent involvement is strongly influenced by issues of ethnicity, social class, level of education, and language. (Contains 2 tables.)
Life Lived Well: A Description of Wellness across the Lifespan of a Senior Woman
Author: Jarnagin, Whitney L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Wellness,Older Adults,Females,Self Concept,Models,Creativity,Coping,Physical Characteristics,Personal Narratives

The concept of wellness provides a positive view of life development that can support psychological support and counseling. There is little in the literature about wellness and seniors, especially women. This study describes one senior woman's wellness across the life span by addressing two research questions: (a) What are the experiences of one woman's wellness across the life span as analyzed through the lens of the Indivisible Self (Myers & Sweeney, 2004, 2005) model of wellness; and (b) What experiences does one woman describe related to the model's second order factors: the Creative Self; the Coping Self; the Social Self; the Essential Self; and the Physical Self? We used an oral history method to gather the narrative and analyzed her narrative using the Indivisible Self model of wellness. Findings include a descriptive picture of wellness for this woman as it relates to the Second Order factors of the Indivisible Self model. (Contains 1 figure.)
Whose Story Is It? An Autoethnography Concerning Narrative Identity
Author: Grant, Alec J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Family Relationship,Ethnography,Emotional Disturbances,Personal Narratives,Therapy,Dialogs (Language)

This paper is divided into three parts, each separated by centrally spaced asterisks. The first part, co-written on the basis of the standpoint interests of both authors, outlines the historical, philosophical, theoretical and methodological contexts for the use of autoethnographic short stories in the social and human sciences. The functions and representational practices of this genre are reviewed and discussed, and the main criticisms leveled by its detractors responded to. This sets the scene for the second part of the paper, an autoethnographic short story. Effectively a story of stories, it was constructed directly from the first author's memories of his early life in relation to textual material and was written exclusively by him. In part three, some of the significant issues raised in the story are discussed in relation to larger co-evolving social, cultural and therapeutic frameworks from a reflexive and narrative identity perspective. It is written as, and represents, an extended, unfinished dialogue between the first and second author.
Corporate Social Responsibility: Case Study of Community Expectations and the Administrative Systems, Niger Delta
Author: Ogula, David
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Corporations,Social Responsibility,Community Relations,Community Attitudes,Expectation,Fuels,Industry,Case Studies,Community Development,Empowerment,Participative Decision Making,Community Involvement,Trust (Psychology),Organizations (Groups),Politics

Poor community-company relations in the Niger Delta have drawn attention to the practice of corporate social responsibility (CSR) in the region. Since the 1960s, transnational oil corporations operating in the Niger Delta have adopted various CSR strategies, yet community-company relations remain adversarial. This article examines community expectations of CSR and the influence of the traditional, political, and administrative systems on community expectations of CSR in the Niger Delta region. An overview of CSR, oil industry CSR practices in the Niger Delta, and the methodology used is presented. The findings show that community expectations were framed through the lens of underdevelopment and its implications for the social and economic wellbeing of the indigenes. The implications of the traditional, political, and administrative systems and the network of organizations for CSR in the Niger Delta are discussed. (Contains 3 figures and 4 tables.)