ethanporcaro/eric-fulltext-meta huggingface dataset:
The Need for More Teachers of Color
Author: Vilson, José Luis
Date: 2015-00-00
Type: Journal Articles
Subjects: African Americans,Hispanic Americans,Males,Disproportionate Representation,Minority Group Teachers,Public School Teachers,Teacher Competencies,Cultural Awareness,Culturally Relevant Education

José Luis Vilson is a blogger, speaker, and math teacher in New York City, where he has taught for 10 years. Parts of this article are drawn from his book &quot;This Is Not a Test: A New Narrative on Race, Class, and Education.&quot; In this article he shares his concern for the lack of representation of black and Latino people, especially males, especially as teachers. He notes that while some work as principals and district administrators, others are third-party vendors, education lawyers, and professors in institutions of higher education. Effective (and ineffective) teachers often leave the classroom in favor of these occupations, further diminishing the numbers of male teachers of color in the classroom. While plenty of men do great work in administration, many use it as a stepping stone to stay in education without grounding themselves in the educational practice of the classroom. Vilson argues that to truly transform our education system and recruit and retain teachers of color, we must push multiple levers. One very important lever is ensuring the cultural competence of all educators. In October 2014, 11 civil rights groups ranging from the NAACP and the Mexican American Legal Defense and Educational Fund to the National Urban League and the Southeast Asia Resource Action Center came together to lay out a handful of reforms and principles that would help narrow achievement gaps and push education in America into the 21st century. One of these principles focused on professional competence. Vilson believes that professional competence and cultural competence go hand in hand, and that teachers do not just teach subject matter, they teach the students in front of them. Teachers sharing the same skin color and socioeconomic background as their students can serve as immediate models for success. With more teachers of color in buildings with students of color, administrators and teachers alike can turn to one another to foster a more inclusive school community and advocate for all children.
Escaping the Shadow: &quot;A Nation at Risk&quot; and Its Far-Reaching Influence
Author: Mehta, Jal
Date: 2015-00-00
Type: Journal Articles
Subjects: Risk,Research Reports,Position Papers,Content Analysis,Economic Development,Economic Impact,Educational Change,Educational Development,Educational Policy,Excellence in Education,Change Strategies,Academic Achievement,Underachievement,Educational Improvement,Educational Assessment,Educational Indicators,Competition,Educational Planning,Strategic Planning,Elementary Secondary Education,Postsecondary Education

In 1983, the National Commission on Excellence in Education released its now famous report, &quot;A Nation at Risk,&quot; which warned of &quot;a rising tide of mediocrity&quot; in American schooling. Sponsored by the U.S. Department of Education but largely written by a group of prominent academics, &quot;A Nation at Risk&quot; invoked a crisis so far-reaching in its impact that it still governs the way we think about public education 30 years later. Many of our current policies, and the assumptions that underlie those policies, are attributable in significant part to the way in which the report framed the debate. If the next generation of educators are to forge their own path, they will need to get out from under the long shadow of &quot;A Nation at Risk.&quot; The report, published years before many young teachers today were even born, was groundbreaking in emphasizing the importance of education to economic competitiveness and the failings of American schooling in comparison with international competitors. It presented a utilitarian and instrumental vision of education, and argued that schools, not society, should be held accountable for higher performance, and that performance should be measured by external testing--assumptions that underlie the state standards movement in the 1980s and 1990s and persist today in federal policy through No Child Left Behind. &quot;A Nation at Risk&quot; has not been ignored in previous accounts of American educational history: it is often cited as a critical document. In this article, the author examines, in more detail than previous work, the creation, rhetoric, and reception of the report, as well as its profound effect.
From PPP and CALL/MALL to a Praxis of Task-Based Teaching and Mobile Assisted Language Use
Author: Jarvis, Huw
Date: 2015-05-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Laptop Computers,English (Second Language),Educational Trends,Teaching Methods,Educational Technology,Global Approach,Task Analysis,Criticism,Role,Telecommunications,Handheld Devices

Two of the most significant trends in TESOL (Teachers of English to Speakers of Other Languages) over the last twenty years or so are the rise of task­-based language teaching (TBLT) and the growth of technology. With TBLT there is a challenging of more traditional structure-based models of delivery, and the increased capacity and mobility of computer desktops, laptops, notebooks and other mobile devices have had an impact on how people work, rest and play--it is all done with and through language, and the language which dominates in a globalised interconnected digital era is English. Little wonder, then, that getting students to do things through language, at times with Computers and Other Mobile Devices (CaOMDs), is an area of ever-growing interest. To date, a theory and practice narrative on TBLT and CaOMDs, despite some coverage (Thomas &amp; Reinders, 2010), is in its infancy. Arguably, one reason for this is the still dominant methodology of Presentation, Practice and Production (PPP), to which Computer or Mobile Assisted Language Learning (CALL/MALL) has become firmly attached. In this discussion paper, Huw Jarvis begins by illustrating a PPP with CALL/MALL lesson and then goes on to propose a TBLT lesson that he aligns to Mobile Assisted Language Use (MALU). The critique of PPP, CALL/MALL, identifies some limitations, and the proposed alternative is a praxis of TBLT and MALU.
A Window to the Past: What an Essay Contest Reveals about Early American Education
Author: Justice, Benjamin
Date: 2015-00-00
Type: Journal Articles
Subjects: Essays,Competition,Educational History,Educational Development,Educational Objectives,Educational Philosophy,Intellectual History,Awards,Recognition (Achievement),Profiles,Equal Education,Elementary Secondary Education,Postsecondary Education

In 1795 America's premier scholarly association, the American Philosophical Society (APS), posed the following question: [Write] an essay on a system of liberal education, and literary instruction, adapted to the genius of the government, and best calculated to promote the general welfare of the United States; comprehending, also, a plan for instituting and conducting public schools in this country on principles of the most extensive utility. In today's English, the question would mean: &quot;Design the best system of education for the United States, appropriate for the wealthy as well as the poor, including secondary and higher education as well as elementary schools, reaching people in remote areas as well as cities, promoting the common good and strengthening our republican form of government.&quot; In a list of seven contest questions on various subjects, this education question came first, and had the largest prize, including $100 (in 1795 dollars, which is about $1,400 today) and publication by the APS. The winners were chosen two years later, in 1797. At a June 1797 meeting, society president Thomas Jefferson ordered a special meeting to judge the seven entries for the education prize. The winning essays by Smith and Knox provide us with substantial, well-crafted arguments drawing together the best educational literature of their time. Yet the losing essays, too, give us an indication of the problems and solutions of American education through the eyes of more ordinary men. Whether we view the great contest narrowly or generally, as a source for political theory or historical understanding (or both), the challenge of finding the ideal system of education for the United States remains as relevant and fruitful today as it did when the APS deemed it as being worthy of a contest. The knowledge it produced is still useful.
Connecting the Dots: Supporting Students with Autism Spectrum Disorder
Author: Odom, Samuel L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Disabilities,Equal Education,Pervasive Developmental Disorders,Autism,Teacher Education,Evidence,Best Practices,Positive Reinforcement,Behavior Modification,Intervention,Technology Uses in Education

In the last 10 years, the prevalence of autism spectrum disorder (ASD) has increased 200 percent. Principals, special education directors, and superintendents across the country report that their schools are teaching increasing numbers of students with ASD. Educators want to provide a good and effective educational experience, but they may not be sure where to start or what to do. ASD is not usually a part of their preservice training, and while laws such as the Individuals with Disabilities Education Act dictate that they must use research-based practices, most resources are difficult to find and confusing to implement. This article discusses the evidence-based practices (EBPs) that are solidly supported by the research. It also provides sources for learning more about how to use EBPs in school, community, and home settings. The article also discusses the types of training that can lead to their effective use by teachers.
For All Students Everywhere: Technology Means Independence in a Beautiful Digital World
Author: Childress, Tina
Date: 2015-00-00
Type: Journal Articles
Subjects: Hearing Impairments,Deafness,Partial Hearing,Assistive Technology,Accessibility (for Disabled),Handheld Devices,Acoustics,Play,Films,Usability

Technology benefits everyone, but perhaps especially deaf and hard of hearing students; it allows them direct access to the world around them and continued connection with others. Technology can mean increased access, independence, and self-reliance. The T-coil and all of the cables and accessories that come with hearing devices are essential for those that use hearing technology. In this article, Tina Childress shares some of the options she has discovered in this new techy world including wearable technology, alert signaling devices, helpful systems to combat environmental noise, and phones and Hearing Aid Compatibility (HAC) ratings.
iPads for Access, Independence, and Achievement
Author: Bricker, Victoria
Date: 2015-00-00
Type: Journal Articles
Subjects: Accessibility (for Disabled),Deafness,Partial Hearing,Assistive Technology,Handheld Devices,Technology Uses in Education,Classroom Environment,Classroom Techniques,Student Improvement,Educational Practices,Change Strategies

Access to instruction is key to students' success. Deaf and hard of hearing students who gain skills to become independent learners are better prepared to pursue higher-level education with confidence and to have independence in the work place environment (Anderson, 2014). As an itinerant educator, Victoria Bricker works with students' teachers and parents--and teamwork is essential. They share ideas to benefit students along their journey of learning. Since she is in a small school system--Asheville City Schools in Asheville, North Carolina--she works with 25 deaf and hard of hearing students who have Individualized Education Programs or 504 plans. Providing iPads to deaf and hard of hearing students in order for them to access curriculum and to foster academic independence started as a search to help a struggling ninth grade student. It was a journey that included the students' parents, the school system, and, perhaps most of all, the student himself. This endeavor led to discovering how iPads can be used in the classroom and was instrumental in making iPads an important part of her toolkit for engaging deaf and hard of hearing students in her school system. Bricker describes her journey herein and demonstrates how today's deaf and hard of hearing students are pioneers, showing adults what they can do independently when given the technology that provides them with access to learning. With high expectations from their parents and teachers and today's technology in place for meaningful educational use, these students will be ready for college and careers.
Online with the Clerc Center: Bringing Resources to Families and Professionals
Author: Lightfoot, Mary Henry
Date: 2015-00-00
Type: Journal Articles
Subjects: Internet,Deafness,Hearing Impairments,Access to Information,Online Courses,Educational Technology,Web Based Instruction,Learning Modules,Communities of Practice,Technology Uses in Education

In today's world, the Internet is a global library, classroom, and town hall--and it is so much more. This is especially true for families and professionals involved with deaf and hard of hearing students. When two to three out of every 1,000 children are deaf or hard of hearing (National Institutes of Health, 2014), and these children are educated in a wide variety of educational settings throughout the country (GAO, 2011), on-line support becomes critical. The Laurent Clerc National Deaf Education Center, responding to public input from families and professionals around the country, has implemented the Clerc Center Strategic Plan 2020 (CCSP 2020) which will guide this work. With an expanding on-line presence, the Clerc Center enables individuals, both experienced and new to deaf education, throughout the country to receive information and resources. With a click, scroll, swipe, or tap, parents, teachers, and deaf and hard of hearing students can access information through the use of a desktop computer, laptop, tablet, or smartphone. This ease and freedom benefits busy professionals and families alike. Professionals can pull up information moments before the start of back-to-back meetings; parents can pull up information while waiting in the grocery line. Today 7.1 million people are learning online (Allen &amp; Seaman, 2014). Further, 38 percent of training is achieved online (Association for Talent Development, 2014). The advantages of on-line learning are multifold (Koller, Harvey, &amp; Magnotta, 2008; Dobrovolny, 2006; Smith, 2014). This article explores the numerous advantages of online learning and describes online resources for deaf and hard of hearing children provided by the Clerc Center such as webcasts, learning communities, self-paced training modules, and books and materials, all easily accessible through their web site.
Building Bridges, Robots, and High Expectations
Author: Bennie, Fiona
Date: 2015-00-00
Type: Journal Articles
Subjects: After School Programs,Robotics,Deafness,Program Descriptions,Elementary School Students,Middle School Students,Public Schools,Engineering Technology,Curriculum Guides,Design,Skill Development,Critical Thinking,Cooperative Learning,Problem Solving,Creative Thinking,Interpersonal Communication,Student Attitudes,Pretests Posttests,Teamwork,Problem Based Learning,Hands on Science,Competition,Science Course Improvement Projects,Expectation,Construction (Process)

This article describes an after-school program at the Horace Mann School for the Deaf (HMS), the oldest public day school for deaf students in the United States, where almost half of the student body imagined and created bridge and robotic machines. The Deaf Robotics Engineering and Math Team, or the DREAM Team club, included HMS students in grades three through five and grades six through eight. Using an engineering curriculum guide the student's goal was to compete in the Boston Public Schools Robotic Olympics. Both challenges required students to follow and create diagrams and engage in the engineering design process. At the same time, as they worked together they developed skills in the five C's: (1) communication, (2) collaboration, (3) critical thinking, (4) cooperation, and (5) creative problem solving. In order to measure the impact of the after-school engineering experiences, elementary students were tested before and after they participated in the program and testing revealed that the students improved their attitudes about engineering and understanding of what it meant to be an engineer.
Developing ASL Text in the Bilingual Classroom
Author: Baer, Joey
Date: 2015-00-00
Type: Journal Articles
Subjects: American Sign Language,Bilingualism,Audience Awareness,Video Technology,Bilingual Education,Technological Literacy,Faculty Development,Teaching Methods,Second Language Learning,Second Language Instruction,Deafness,Computer Software,Educational Technology,Clothing,Technical Support,English

Deaf students are visual learners, and technology should be part of every bilingual classroom. However, deaf students need to learn to manipulate the hardware and software that allows them to express themselves and to advance their knowledge. Students need to understand what is meant when they are referred to &quot;ASL text&quot; or &quot;video-text.&quot; They need to understand how to effectively express American Sign Language (ASL) and capture it on video, and they need to understand that these ASL presentations can require the same intensive care and attention as any printed work. While the field of ASL publication is still new to K-12 education, this article describes a six-step look at how to use video to develop students' skills in technology and narrative along with improving their understanding and use of ASL by: (1) defining the purpose; (2) discussing the content; (3) identifying the audience; (4) planning a format; (5) following the &quot;text development&quot; process; and (6) evaluation. Additional pointers are provided for helping students to create better quality video-texts. Of course, all of this technological support cannot be achieved without professional development with experts who know how to use the technology in a way that best benefits Deaf learners. Training needs to be allocated for updates in current software, locating quality resources, creating videos, categorizing and tagging videos, and identifying and recording new bilingual strategies. With technology, advancements in bilingualism and in deaf education can provide complete access for Deaf students.
Tenure: How Due Process Protects Teachers and Students
Author: Kahlenberg, Richard D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Tenure,Teacher Rights,Court Litigation,State Legislation,Student Rights,Incentives,Federal Programs,Educational History,High Stakes Tests,Educational Change,Elementary Secondary Education,Scores,Teacher Evaluation,Teacher Dismissal,Ethics,Teacher Effectiveness,Low Income,Educational Innovation,Low Achievement,Educational Policy

Teacher tenure rights, first established more than a century ago, are under unprecedented attack. Tenure--which was enacted to protect students' education and those who provide it--is under assault from coast to coast, in state legislatures, in state courtrooms, and in the media. In June 2014, in the case of &quot;Vergara v. California,&quot; a state court judge struck down teacher tenure and seniority laws as a violation of the state's constitution. Meanwhile, with incentives from the federal Race to the Top program, 18 states have recently weakened tenure laws, and Florida and North Carolina sought to eliminate tenure entirely. Richard Kallenberg opens this article by providing an exact legal definition of tenure, and what it means to teachers who have earned tenure. He goes on to explain that historically, tenure laws were enacted to protect teachers from favoritism and nepotism, and to ensure that students received an education subject to neither political whims nor arbitrary administrative decisions. Kallenburg asserts that given current fixation on high stakes testing, and the linking of students' test scores to teacher evaluations, tenure protection is still necessary today. He argues that rather than doing away with tenure completely, teacher dismissal procedures could be mended to strike a better balance between providing fairness to good teachers and facilitating the removal of incompetent ones. Kallenburg also believes that there are innovative ways to connect low-income students with great teachers. Creative ideas are proposed to enable policymakers to connect high quality teachers with students in low performing schools.
Bilingual Storybook Apps: An Interactive Reading Experience for Children
Author: Herzig, Melissa
Date: 2015-00-00
Type: Journal Articles
Subjects: Bilingualism,Deafness,Hearing Impairments,Computer Oriented Programs,American Sign Language,English,Printed Materials,Story Telling,Reading Skills,Skill Development,Computer Uses in Education,Cognitive Development,Literacy Education,Vocabulary Development

In recent years, researchers have turned their attention to the cognitive impact of bilingualism, and the benefits of using two languages have become increasingly apparent. Children raised in bilingual families exhibit stronger awareness of the style and tone of language, stronger cognitive development, and higher levels of reading skill than children raised in families where only one language is used. To maximize the bilingual advantage, children must be exposed to both languages in their early preschool years. Past studies have found that deaf children who experience stories in ASL and printed English are more stimulated mentally than those who experience stories in only one of these languages, and this stimulation facilitates their becoming skilled readers. With the technological advances of touchscreen computing, there has been the development of bilingual resources to encourage cognitive development, bilingualism, and literacy growth in deaf children. This article presents &quot;Storybook Apps&quot; for children to enjoy and experience a deeper understanding of language, increased skills in reading, literacy, and enhanced cognitive development.
Pioneering Program Teaches Families Sign Language through Tele-Intervention
Author: Poeppelmeyer, Diana
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Sign Language,Family Programs,Parent Education,Children,Hearing Impairments,Parent Child Relationship,Educational Technology,Distance Education,Technology Uses in Education,Teleconferencing,Video Technology

Support for parents who wish to develop communication skills is critical. When parents have communication with their children, they are better able to express their concerns, expectations, and support. Bonding with children--and their social, emotional, cognitive, and linguistic development--depends on communication with those who love them. This transfers into better success in school. For deaf children in hearing families who choose sign language, this becomes problematic as their mothers and fathers typically do not already know sign language. Recognizing the lack of readily available sign language classes, and wanting to set up remote ASL instruction throughout Texas, educators used technology to implement a pioneering program that teaches families of deaf children sign language through tele-intervention. The Educational Resource Center on Deafness (ERCOD) at the Texas School for the Deaf (TSD) has reached out to these families with a program they call &quot;Family Signs.&quot; This article presents their challenges and efforts in reaching families interested in learning sign language with the goal of building confidence and independence in sign language learning.