ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning and Serving through CTE
Author: Reese, Susan
Date: 2010-04-00
Type: Journal Articles
Subjects: Vocational Education,Service Learning,Educational Benefits,Student Organizations,Role,Community Colleges,High Schools

Across the country, career and technical (CTE) students are learning skills that will help them make a living, while also learning the meaning of giving that will help them, as Churchill put it, &quot;make a life.&quot; Service-learning is an integral component of American education that goes on every day in CTE classes and career and technical student organizations (CTSOs). Much like CTE, service-learning puts coursework into context and fosters rigor and relevance; this helps to develop youth who are productive, civic-minded and bright. For CTSOs, helping young people become good citizens is an important part of what they do, and many have adopted service projects and encourage their chapters to become involved in them. This article focuses on the difference service-learning can make in the lives of students and on the teachers as well. (Contains 5 online resources.)
Celebrating Service and Learning
Author: Emeagwali, Susan
Date: 2010-04-00
Type: Journal Articles
Subjects: School Community Relationship,Service Learning,Teaching Methods,Citizen Participation,Experiential Learning,Consciousness Raising,Social Change,Nontraditional Education,At Risk Students,Student Participation

This month's "Techniques" magazine celebrates service-learning and the contributions that it makes to students' learning by fostering civic engagement while students learn in hands-on, real-world contexts. For close to half a century, service-learning has spread throughout schools in the United States as students engage in activities as diverse as the schools they attend. Students in schools in Tennessee, Louisiana, and North Carolina typify the excellent outcomes that service-learning can promote; from road safety to feeding the needy to promoting the donation of blood, these students are working to be agents of change in their respective communities while learning invaluable life lessons.
Service-Learning Mentoring for High School Transition and Student Leadership
Author: Sims, Cynthia
Date: 2010-04-00
Type: Journal Articles
Subjects: Mentors,High Schools,Dropout Prevention,Grants,Student Leadership,School Holding Power,High School Freshmen,Transitional Programs,Social Support Groups,Program Development,At Risk Students,High School Seniors,Peer Relationship

In Illinois school districts, a service-learning mentoring program is being used to increase student retention and achievement by providing student-led social support for high school freshmen, as well as opportunities for student development, civic engagement and academic success. The National Dropout Prevention center/Network (NDPC/N) recommends service-learning as an effective strategy for increasing students' self-esteem, promoting social development via opportunities to work in teams and collaborate with others, and developing their sense of responsibility. Mentoring is also highly recommended strategy. In 2007, the Illinois Lieutenant Governor's Office provided an opportunity to apply for the K-12 School-Based Learn and Serve Grant. This grant aims to address the need to enhance the freshman transition experience in its districts. This article discusses the planning, implementation, and the operation of the service-learning program in Illinois for 2007-2010. (Contains 5 endnotes.)
Making a Meaningful Connection--Freshman Transition and Service-Learning
Author: Dedmond, Rebecca M.
Date: 2010-04-00
Type: Journal Articles
Subjects: Transitional Programs,Service Learning,High School Freshmen,Student Motivation,Learner Engagement,College School Cooperation,Outcomes of Education

Student engagement is an essential part of the many transitions adolescents must make on their way to self-sufficient adulthood. Motivating students to learn at pivotal points in their school careers, especially as they transition into high school, is sometimes difficult. The Freshman Transition Initiative (FTI) at The George Washington University is doing just that with the blending of a freshman transition course and a 10-year plan with service-learning. The FTI's Course Standards for Freshman Transition Classes are meant to be integrated into all courses, including math, English, and career and technical education. This article discusses how engaging in relevant learning can be a key to successful transitions and highlights the positive outcomes that participants gain from service-learning experience in the areas of personal/social development, academic achievement, citizenship, and career awareness. (Contains 4 online resources.)
Students Dig for Real School Gardens
Author: Reeves, Lacey
Date: 2010-04-00
Type: Journal Articles
Subjects: Eating Habits,Gardening,Urban Areas,Sustainable Development,Program Effectiveness,Teaching Methods,Service Learning,Outdoor Education,Delinquency,Elementary School Students,College Students

There's a lot of talk about saving the environment and going green these days. But the challenge is to turn the words into action, and that includes getting young students to become part of the discussion about sustainability. The Texas-based Rainwater Environmental Alliance for Learning (REAL) School Gardens is cultivating success by providing students with opportunities to design, install and sustain urban gardens, which then serve as classrooms where they learn subjects like biology and science while strengthening their communities. This article highlights the positive outcome of the REAL School Gardens on students particularly on the development of sustainability, on their healthy eating habits and on the community as a whole. It discusses how the REAL School Gardens can be successful, powerful teaching tool in engaging children.
Including Special Needs Students in Ag Ed
Author: Stair, Kristin S.
Date: 2010-04-00
Type: Journal Articles
Subjects: Special Needs Students,Teaching Methods,Inclusive Schools,Disabilities,Regular and Special Education Relationship,Mainstreaming,Teacher Competencies,Secondary School Teachers,Agricultural Education,Experiential Learning,Teacher Student Relationship,Teacher Role,Cooperative Learning,Active Learning,Testing Accommodations,Federal Legislation

Since the passage of the Individuals with Disabilities in Education Act (IDEA), the total population of students with special needs being served in schools has risen from 5 percent in 1976 to 8.6 percent in 2006. One of the greatest ramifications of the passage of this education legislation is the push toward creating classrooms where all students are educated together with a general education teacher. This practice is termed inclusion and has been designed to provide the most educational opportunities possible for students with disabilities. With the current trends in education, it is vitally important that teacher education programs be able to provide teachers with skills they need to become successful within the classroom. Many teachers are not specially trained to work with students with disabilities. This lack of training can result in a decrease in job satisfaction and increased stress for teachers who feel escalating pressure to balance testing requirements, accountability, and the needs of all their students. This article reports on the findings of a study involving secondary agriculture teachers on their use of effective strategies in teaching students with disabilities. (Contains 2 tables.)
Service-Learning in Our Classroom
Author: English, Kevin
Date: 2010-04-00
Type: Journal Articles
Subjects: Service Learning,Citizenship Responsibility,Learning Experience,Teaching Methods,Student Participation,Consciousness Raising,School Community Programs,High School Students,High Schools,Student Projects

Many schools use service-learning on their campus to enhance their classroom content. According to Learn and Serve Clearinghouse, "Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen communities." There are several projects that can be implemented on the high school campus that can promote service-learning. At Raymond S. Kellis High School in Glendale, Arizona, students have undertaken projects in service-learning to help feed the less fortunate in their communities, and to install solar panels in the school's student-run store.
Mapping the Chapter: One Way to Tackle the CTE Textbook
Author: Laverick DeFelice, Catherine
Date: 2010-04-00
Type: Journal Articles
Subjects: Vocational Education,Textbooks,Concept Mapping,Text Structure,Protocol Analysis,Reading Strategies,Class Activities

This reading specialist has come up with a strategy to help other CTE instructors map the CTE textbook, so that students can better comprehend the information in them and discover a joy of reading. CTE textbooks present a particular challenge because they are packed with information and can be quite different in structure than texts student have encountered in traditional, academic classes. The goal of this article is to share a mapping strategy that the author found successful in culinary arts, masonry and plumbing classes. The author states that with a chapter-mapping lesson, they seemed to accomplish several goals all at once. She was able to use "think-alouds" to vocalize and demonstrate how she processed the information and made decisions on how to map it. Another benefit was that students became more familiar with the text features provided in the chapter and how they function as learning aids. (Contains 5 figures.)
Parallels in Arts Education and CTE: Some Guiding Reflections
Author: Hull, Bradley J.
Date: 2010-04-00
Type: Journal Articles
Subjects: Vocational Education,Art Education,Educational Change,Role of Education,Relevance (Education),Rural Education,Interdisciplinary Approach,Curriculum

Many forces shape the current national conversation regarding career and technical education (CTE). Perkins IV guides the discussion through concepts such as challenging academic and technical standards; high skill, high wage, or high demand occupations; and programs of study. Workforce development and training, the economic recession, unemployment rates, the Workforce Investment Act and Elementary and Secondary Education Act reauthorizations, and globalizations and outsourcing provide strong undercurrents to the national CTE discourse. Amidst all of these currents, CTE struggles to find its identity. In today's climate, one of the main challenges to CTE and the visual and performing arts is the narrowing of the curriculum. This article discusses how the arts successfully attempted to maintain their existence in education within this climate and offers some lessons that could be learned by CTE as it faces many challenges.
Picture This: Processes Prompted by Graphics in Informational Text
Author: Norman, Rebecca R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Processes,Visual Aids,Reading Comprehension,Grade 2,Elementary School Students,Comparative Analysis,Reading Ability,Teacher Influence,Protocol Analysis,Childrens Literature,Picture Books

Verbal protocols have provided literacy researchers with a strong understanding of what processes readers (both adults and children) use as they read narrative and informational text. Little is known, however, about the comprehension processes that are prompted by the graphics in these texts. This study of nine second graders used verbal protocol methodology to investigate what processes were prompted by the graphics in the context of two informational texts. Open coding revealed 17 comprehension processes (&quot;label&quot;; &quot;describe&quot;; &quot;gains information&quot;; &quot;infers information&quot;; &quot;prediction&quot;; &quot;infer the author's purpose&quot;; &quot;confirm-disconfirm text&quot;; &quot;connection-to-self&quot;; &quot;irrelevant connection&quot;; &quot;connection-to-prior knowledge&quot;; &quot;wonder&quot;; &quot;knowledge monitoring&quot;; &quot;affective response&quot;; &quot;compare-contrast graphics&quot;; &quot;evaluate&quot;; &quot;use of running text&quot;; &quot;use of captions, labels, map key, etc.&quot;; and &quot;word identification&quot;) prompted by the graphics in the texts. Many of these processes are similar to those identified by research on the reading of written text, though others are unique to graphical reading. Comparative analysis of the verbal protocols across texts also revealed that the texts themselves appeared to influence what processes were prompted. Finally, comparisons of students by ability and by classroom suggest that reading ability and teacher factors may be related to the comprehension processes prompted by the graphics in informational text, pointing to important areas of future research. (Contains 3 tables and 4 figures.)
What the Students Will Say While the Teacher is Away: An Investigation into Student-Led and Teacher-Led Discussion within Guided Reading Groups
Author: Hulan, Nancy
Date: 2010-00-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),Reading Instruction,Reader Response,Scaffolding (Teaching Technique),Ability Grouping,Grade 3,Elementary School Students,Elementary School Teachers,Questioning Techniques,Student Surveys

This article describes a qualitative study of discussion patterns within guided reading groups in a struggling metropolitan school. The study involves analysis of reader response to literature through discussion within teacher-led and student-led contexts. Transcripts of discussions surrounding texts, teacher interviews, and student surveys were collected. In responding to texts, students used reporting of information straight from text, connections, elaborations, evaluations, clarifications, and word play. Findings indicate that students reading on-level independently use more-diverse reader response strategies than do their below-level peers. In a teacher's presence, however, all students showed use of diverse reader response strategies in discussion as a result of teacher scaffolding. In addition, open-ended questions led to more-intricate responses within student-led discussions than did closed-ended questions. Results indicate that there are advantages to both teacher-led and student-led discussion within classrooms, and both can be incorporated within the school day. Examples of response strategies are given and future steps for research are shared. (Contains 2 tables and 3 figures.)
Vocabulary Development during Read-Alouds: Examining the Instructional Sequence
Author: Kindle, Karen J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Reading Aloud to Others,Teaching Methods,Elementary School Teachers,Sequential Approach,Teacher Behavior,Observation,Instructional Effectiveness,Teacher Education

Reading aloud to children is a recommended practice in early childhood and primary-grade classrooms that is purported to enhance vocabulary growth. General guidelines can be found in the literature, but practitioners often rely on conventional wisdom and their own instincts to embed vocabulary instruction into their read-alouds. This paper examines the instructional sequences used by four primary-grade teachers who had not participated in any specific professional development related to effective practices as they incorporated vocabulary development into their read-alouds. Although many similarities among the teachers were noted in the types of strategies used, such as questioning, labeling, and using context, significant variation was found in the number and sequence of strategies utilized within a single instructional exchange. Differences were noted with regard to the age group of the students and the pedagogical beliefs of the teachers. Furthermore, results suggest that many of the typical instructional sequences used during read-alouds may actually detract from vocabulary learning. Implications for professional development and teacher education are discussed. (Contains 1 table.)
Do Children Selected for Reading Recovery[R] Exhibit Weaknesses in Phonological Awareness and Rapid Automatic Naming?
Author: Litt, Deborah
Date: 2010-00-00
Type: Journal Articles
Subjects: Phonological Awareness,Reading Difficulties,Early Intervention,Reading Programs,Identification,Elementary School Students,Grade 1,At Risk Students,Scores,Screening Tests

The purpose of this study was to determine whether children considered to be at high risk for developing reading difficulties due to weaknesses in either phonological awareness or rapid automatic naming (RAN)--two skills linked to reading difficulties in many studies--were being captured for early intervention with Reading Recovery using the standard Reading Recovery screening and selection process. Measures of phonological awareness and RAN were administered to 62 children selected for Reading Recovery in the fall of 2001 within the first 2 weeks of their programs. The results demonstrate that children with notable weaknesses in both phonological awareness and RAN are captured by the standard Reading Recovery selection process. Only one of the 62 children selected for intervention in the fall fell within the normal range (37th percentile or above) in both areas; 71.4% of the children performed at the 16th percentile or lower in phonological awareness, and 50.6% performed at the 16th percentile or lower in rapid naming. (Contains 1 footnote.)
The Impact of New York's School Libraries on Student Achievement and Motivation: Phase III
Author: Small, Ruth V.
Date: 2010-00-00
Type: Journal Articles
Subjects: Qualitative Research,Focus Groups,Teacher Collaboration,Motivation,School Libraries,Reading Skills,Principals,Interviews,Parents,Students,Ethnography,Librarian Teacher Cooperation,Surveys,Information Literacy,Technology Uses in Education,Library Role,Inclusive Schools,Individualized Education Programs

This article reports the results of the third and final phase of a two-year research study on the impact of New York State's school libraries on student achievement and motivation. Results of phase I and phase II are briefly reviewed to provide the context for phase III methods and findings. Phase III comprised (1) qualitative research that included focus groups and interviews held in ten selected schools with school librarians, classroom teachers, building principals, students, and parents; and (2) a more ethnographic approach in two exemplary school libraries, including observations over a period of ten weeks and interviews with principals and classroom teachers. Results are reported in the areas of Learning and Motivation (including Research &amp; IL Skills Development/Motivation and Reading Skills Development/Motivation), Librarian-Teacher Collaboration, Technology Use, Inclusion, Administrative Support, Outreach, and Library Environment. The article culminates with implications for practice.
Seeing Different: Portrayals of Disability in Young Adult Graphic Novels
Author: Irwin, Marilyn
Date: 2010-00-00
Type: Information Analyses
Subjects: Disabilities,Young Adults,Novels,Federal Legislation,Attitudes toward Disabilities,Cartoons,Stereotypes

As more students with disabilities are included in standard American education classrooms, the need to provide all students with literature that depicts people with disabilities has never been greater. With graphic novels growing in popularity with youth and becoming more apparent in school curriculum, the authors chose to analyze this format to answer the following research questions: Do graphic novels include individuals with disabilities? If disabilities are present, what disabilities were most often featured? What is the gender and ethnicity of the individuals with disabilities? Is there a positive portrayal of the person with a disability? After examining thirty graphic novels recommended for teens, the authors found that less than half of the sample depicted an individual with a disability. Of these, the majority of the portrayals were of negative stereotypical images of disability. The authors concluded that the authors, illustrators, and publishers of graphic novels recommended for teens have not provided a realistic representation of people with disabilities.
Trading Zones: Building Connections to Past Research in the Scholarship of Teaching and Learning
Author: Kelley, Bruce
Date: 2008-00-00
Type: Journal Articles
Subjects: Scholarship,College Faculty,Higher Education,Academic Achievement,Cooperation,Databases,Instruction

Faculty face significant challenges when moving into scholarship of teaching and learning (SoTL) for the first time. Perhaps the greatest of these challenges is the act of building connections to past research, both within the individual scholar's field, and more broadly across the disciplines. This article examines the nature of this challenge, and how it can be partially mitigated through collaboration. The challenge, however, is monumental, and a national mandate must be issued for the creation of a scholarship of teaching and learning database that is easily accessible to faculty across the United States and the world. (Contains 1 table.)
An Apology for the Scholarship of Teaching and Learning
Author: Dewar, Jacqueline M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Investigations,Scholarship,Learner Engagement,Teaching Methods,College Faculty,Educational Resources

This paper provides a defense of the scholarship of teaching and learning (SoTL). It first examines the roots of SoTL. It then offers examples of SoTL investigations that can be pursued in any discipline and places them within a taxonomy of SoTL questions. It suggests that SoTL might serve as a natural and organic response to the changing landscape and challenges of higher education in the 21st century. The paper closes with resources and suggested entry points into this work for interested faculty and institutions. (Contains 1 figure.)
Engaging Conversationally: A Method for Engaging Students in Their Learning and Examining Instruction
Author: Kiener, Michael
Date: 2008-00-00
Type: Journal Articles
Subjects: Feedback (Response),Personality Traits,Student Evaluation,Student Attitudes,Action Research,Counselor Training,Counseling,Teaching Methods,Learner Engagement,Interpersonal Communication,Instructional Effectiveness,Learning Processes

Under the principles of the scholarship of teaching and learning and action research this study sought to examine how an instructor created and facilitated engagement in his students. The research was primarily undertaken to further define the middle range theory of mutual engagement. Theoretical sampling was used to analyze approximately 100 pieces of data that included instructor notes, teaching observations, feedback from conference presentations, student assessments, and end of semester student evaluations. Engaging conversationally (EC) emerged as the phenomenon that described the instructor's engagement in the learning process. EC was an ongoing cyclical pattern of inquiry that included preparing, reflecting and modeling. Interconnected in the pattern of inquiry were personality traits, counselor education, and teaching philosophy.
Exploring the Pedagogical Effectiveness of Clickers
Author: Morgan, Robin K.
Date: 2008-00-00
Type: Journal Articles
Subjects: College Instruction,Introductory Courses,Active Learning,Teaching Methods,Learner Engagement,Instructional Effectiveness,Feedback (Response),Educational Technology

Clickers, electronic response systems, are widely popular in college classrooms and proponents have argued clickers can increase student engagement, active learning, and, perhaps most importantly, student comprehension. Determining whether the effectiveness of clickers justified their purchase seemed warranted. A campus-wide project was developed to address this question. Five university instructors adopted clickers in one of their introductory courses (psychology, speech, accounting, and education) while teaching a second, control course. Contrary to expectation, attrition was higher and grades were lower in the clicker courses, although these differences were not statistically significant. (Contains 3 tables.)