ethanporcaro/eric-fulltext-meta huggingface dataset:
Characters and Episodes that Provide Models for Middle School Writers
Author: Pelttari, Carole
Date: 2012-00-00
Type: Journal Articles
Subjects: Content Analysis,Fiction,Awards,Reading Lists,Middle Schools,Models,Middle School Students,Writing (Composition),Middle School Teachers,Writing Instruction,Student Motivation,Research Needs,Writing Processes

While conducting a content analysis of award-winning, middle school fiction, I indentified a number of episodes and characters that might be used as models for students' writing. Research suggests that teachers can motivate students (Bruning & Horn, 2000; Codling, Gambrell, Kennedy, Palmer, & Graham, 1996) to respond to character-writers (Van Horn, 2001), make connections between their writing and reading (Elbow, 2004; Gilrane, 2009), utilize the writing process (Graves, 2003) to create a finished product (Alvermann, Phelps, & Gillis, 2010; Dyson & Freedman, 2003), and learn to overcome their own writing problems as they identify with characters who are overcoming problems common to their age and maturity levels (Farris, Werderich, Nelson, & Fuhler, 2009; Griffith, 2008). This article provides a list of books with detailed descriptions of character-writers and writing episodes. Middle school teachers seeking to introduce students to writers are encouraged to use these characters and texts as models (Dorfman & Capelli, 2007; Hansen, 2009, Ray, 1999), leading students to metaknowledge regarding the writing process.
Teaching Students with Disabilities Literacy through Technology
Author: Madden, Kaitlyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Educational Technology,Literacy Education,Response to Intervention,Teaching Methods,Computer Uses in Education,Inclusion,Regular and Special Education Relationship,Technology Integration,Literature Reviews,Computer Software

This review of research focuses on technological intervention methods as an alternative way to teach literacy to students with disabilities. It discusses the current emphasis of integrating students with specific learning needs in the general education curriculum and the fact that they are struggling, especially in the area of literacy. Through various articles, this review highlights certain technology that strives to address students with disabilities' needs as well as the effectiveness of these technologies. Technology is also discussed in the framework of Response to Intervention (RTI) along with devices that are specific to certain areas of literacy. Furthermore, a variety of technology that addresses more narrow learning needs, such as physical and learning disabilities are presented. Due to the fact that educators struggle in integrating technology with their instruction, guidelines for how to do so effectively are recommended to provide a springboard for combining the two facets of literacy and technology for these unique learners. In terms of technology that can aid these students in the future, devices and software to help older learners with disabilities are also evaluated to offer a comprehensive examination of what technology attempts to offer.
Cultivating a Rich Literacy Classroom: Nonfiction Text Selections
Author: Michaels, Lisa R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Assignments,Literary Genres,Nonfiction,Context Effect,Alignment (Education),Core Curriculum,State Standards,Biographies,Literacy,Annotated Bibliographies,Middle Schools

A balanced literacy program provides students with opportunities to interact with texts from a variety of genres. The dawn of the New York State Common Core Learning Standards has paved a natural gateway for students and teachers to regularly engage in reading, discussing, and writing nonfiction. This shift in the standards has inspired educators to design and teach co-curricular lessons and activities, connecting multiple content and special areas. Reading books about artists, musicians and inventors, as well as social, cultural, and political icons, expands the depth and breadth of one's understanding for how their contributions have shaped history. Infusing supplementary nonfiction texts into the curricula also presents students with other perspectives to consider. This takes them beyond the bare bones offered in traditional textbooks. Having access to a diverse selection of nonfiction resources is a critical component of inquiry-based learning. These texts serve to bridge what is being taught in the classroom with real-world experiences and applications. Nonfiction is written and published in numerous formats that appeal to students who possess a wide range of interests and reading abilities.
The Power of Collaboration: Connecting the Classroom to the Real World
Author: Tagliaferro, Heather
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Change,Career Readiness,College Readiness,Alignment (Education),Core Curriculum,State Standards,Adjustment (to Environment),Grade 8,Social Studies,Teacher Student Relationship,Student Reaction,Student Educational Objectives,Achievement Gains,Writing (Composition),Grammar,Comprehension,Vocabulary Development,Research Skills,United States History,Primary Sources,Constitutional Law,Content Analysis,Relevance (Education),Learner Engagement

&quot;The only way to make sense out of change is to plunge into it, move with it, and join the dance.&quot; Change can be scary. Quite often people find themselves venturing down an unknown path, unsure of what twists and turns will come their way. This uncertainty brings about questions, anxiety, and for some, a sense of panic. Similar emotions emerged as educators learned of the new Common Core Standards and the push for &quot;College and Career Readiness.&quot; This shift has catapulted educators on a journey to reevaluate their curriculum, approach lessons in innovative ways, and engage in new conversations with colleagues. As these new tasks are set before them, many are taken on a rollercoaster of emotions experiencing hesitation to begin a new endeavor. What many often forget are the beautiful and exciting lessons that journeys and the change that surfaces can teach them. The author's journey this year began with a conversation, and what flourished was an inspiring experience that taught her to never be afraid to join the dance. In this article, the author describes the United States Constitution research project that immersed students not only in research, but vocabulary and vital life lessons. This immersion not only allowed the author and her Social Studies colleague to strengthen the skills required by the Common Core Standards, but to help build the bridge to real world texts. Engaging in conversations with colleagues and being open to interdisciplinary activities or projects will open endless doors for students.
Using Digital Video Production to Meet the Common Core Standards
Author: Nichols, Maura
Date: 2012-00-00
Type: Journal Articles
Subjects: Middle Schools,Alignment (Education),Core Curriculum,State Standards,Language Arts,Video Technology,Multimedia Materials,Media Literacy,Grade 7,Technology Integration,Student Projects,Public Service,Advertising,Information Dissemination,Criticism

The implementation of the Common Core Standards has just begun and these standards will impact a generation that communicates with technology more than anything else. Texting, cell phones, Facebook, YouTube, Skype, etc. are the ways they speak with their friends and the world. The Common Core Standards recognize this. According to the Common Core Standards website, www.corestandards.org, "skills related to media use (both critical analysis and production of media) are integrated throughout the standards." Therefore, there will be a need for students to integrate multimedia into their schoolwork to the point where they are just as comfortable creating a video piece to get their ideas across, as they are writing a research paper. There is also a need to teach students how to use media responsibly. Educators understand the importance of integrating media and technology into their curriculum, but it's not always easy to come up with a way to do it. In this article, the author describes the digital storytelling project which she developed in collaboration with 7th grade ELA teachers at Farnsworth Middle School. This digital storytelling project could easily be adapted to fit different grade levels, lesson plans and subjects.
Engagement of Older Adults in Higher Education: International Perspectives from New Zealand and Scotland
Author: Findsen, Brian
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Gerontology,Older Adults,Foreign Countries,Learner Engagement,Access to Education,Participation,Case Studies,Educational Policy,Student Recruitment,Academic Persistence,Comparative Education,Comparative Analysis,Ethnicity,Research Projects,Social Integration,Politics of Education

This article explores the issue of older adults' access to and participation in higher education in two countries, Aotearoa New Zealand and Scotland. It discusses older adults' engagement with regard to patterns of participation and provision, using a critical educational gerontology approach. The two case studies, one in more theoretical terms, the other empirically-based, illustrate the complexities surrounding older people's engagement through the lens of a political economy. The paper argues for more proactive policies at both institutional and governmental levels to improve recruitment, retention and successful outcomes for older adults.
A Window of Wonder: An Insight into Intergenerational Learning in the Irish Second-Level Education System
Author: Surlis, Mary
Date: 2012-00-00
Type: Journal Articles
Subjects: Intergenerational Programs,Foreign Countries,Social Capital,Hidden Curriculum,Program Descriptions,Political Socialization,Experiential Learning,Active Learning,Teaching Methods,Lifelong Learning,Community Education

This paper introduces Living Scenes, and intergenerational programme of learning which has been in operation in selected schools in Ireland for the last thirteen years. An overview of the programme is followed by a description of the hidden curriculum and the transmission of arbitrary culture in an educational context. This is followed by an introduction to intergenerational learning as an antidote to the competitive and results driven Irish second-level education system exploring the potential of investing in social capital in schools.
Assessing the Relationship between Community Education, Political Efficacy and Electoral Participation: A Case Study of the Asylum Seeking Community in Cork
Author: Harris, Clodagh
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Education,Citizen Participation,Empowerment,Self Efficacy,Role of Education,Adult Education,Elections,Social Science Research,Refugees,Case Studies

This paper assesses the relationship between community education and internal political efficacy. In particular it examines the association between voter/civic programmes run in advance of the 2009 local elections in Ireland and internal political efficacy amongst the asylum seeking community in Cork. A survey is used to test this relationship. The paper outlines the methodological issues faced in conducting research within this community and presents the results of the sample groups' involvement in community education, levels of political efficacy and participation in the 2009 local elections. (Contains 3 tables and 5 footnotes.)
In Pursuit of Critical Literacy: Understanding Experiences of Exclusion for Adult Literacy Learners
Author: Howard, Margaret
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Workplace Literacy,Adult Literacy,Literacy Education,Males,Social Isolation,Social Justice,Action Research,Social Change,Focus Groups,Self Concept,Critical Theory

This paper explores exclusion and equality through critical theory, in the context of adult literacy provision in Ireland, by investigating the sites of exclusion that exist for a group of five male adult literacy learners. A summary review of literacy theories, exclusion and equality is provided framing the reporting of data from this collaborative action research study. Focus groups and visual methods were used to gather qualitative data relating to incidents, attitudes and experiences of exclusion. Findings relate to two main sites of exclusion namely workplace literacy and work-related training and form-filling and correspondence. Giving voice to participants and enabling them to record photographically and critique their individual experiences of exclusion bridges critical literacy theory and practice. It is argued that participative practice in research can empower learners to make links between personal literacy difficulties and the systems that permeate wider society, and to act for social change.
An Exploration of Female Travellers' Experiences of Guidance Counselling in Adult Education
Author: Doyle, Anne
Date: 2012-00-00
Type: Journal Articles
Subjects: Adult Education,Vocational Education,Guidance,School Counseling,Females,Barriers,Culturally Relevant Education,Student Experience,Participation,Outcomes of Education,Educational Assessment,Educational Indicators,Foreign Countries

The proposed changes in the further education sector, including the rationalisation of the VEC into Local Education and Training Boards (LETBs) and the closures of the Senior Traveller Training Centres (STTCs), have implications for guidance counselling provision to the Traveller community. This article discusses female Travellers' experiences of guidance based on exploratory research in one STTC. The findings highlight low levels of participation in education and employment, as well as the types of barriers experienced by the learners. It also suggests that female Travellers have particular guidance needs that require culturally sensitive interventions to support their progression.
Improving Pre-Entry Access to University: Towards a Model of Transformational Alignment
Author: Johnston, Bill
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Students,Reentry Students,Semi Structured Interviews,Qualitative Research,Student Attitudes,Information Literacy,Student Experience,Transformative Learning,Constructivism (Learning),Models,Curriculum Design,Alignment (Education),Student College Relationship

This article presents empirical research exploring adult returner students' approaches to learning via qualitative analysis of a series of semi-structured interviews. Interviewees' comments illuminate their approaches to study, their conceptualisation of information literacy, and their experiences as learners. We interpret the data through two theoretical lenses (transformational learning and constructivism). We propose a model of course re-design aimed at improving the practice of access by foregrounding within the redesign process the notion of personal transformation afforded by access courses. (Contains 1 figure.)
Bringing It All Back Home: An Innovative Approach to the Provision of Tailored Education and Training for Young People--The Experience of the Adult Better Learning and Education (ABLE) 18-21 Programme
Author: Craddock, Fergus
Date: 2012-00-00
Type: Journal Articles
Subjects: Dropouts,Young Adults,Postsecondary Education,Access to Education,Tutors,Educational Environment,Student Attitudes,Self Efficacy,Fear of Success,Reentry Students

The aim of this article is to give a brief overview of the context to the Adult Better Learning and Education (ABLE) 18-21 programme and the objectives which the programme aimed to fulfil in light of the challenges facing early school leavers. The article will also document the triumphs and challenges experienced by the participants when returning to formal education.
An Inclusive Learning Initiative at NUI Maynooth: The Search for a Model of Best Practice for Integrating Students with Intellectual Disability
Author: Noonan, Mary
Date: 2012-00-00
Type: Journal Articles
Subjects: Inclusion,Foreign Countries,Best Practices,Mental Retardation,Mainstreaming,Disabilities,Regular and Special Education Relationship,Agency Cooperation,College Students,Models

While students with disabilities have been accepted into universities for many years, the inclusion of students with intellectual disabilities is a relatively new concept here in Ireland. This article outlines the search by NUI Maynooth, for a model on which to base an inclusive learning initiative for students with intellectual disabilities. The initiative, currently being piloted, came about as a result of collaboration between NUI Maynooth and other agencies dealing with people with intellectual disabilities.
An &quot;Other&quot; Perspective: Emancipation in Alterity?
Author: Breen, Majella
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Subcultures,Social Distance,Social Bias,Stereotypes,Self Concept,Stranger Reactions,Social Status,Fear,Negative Attitudes,Cultural Pluralism,Adult Education,Self Disclosure (Individuals),Perspective Taking,Social Networks,Role of Education

The old adage &quot;no news is good news&quot; is particularly true of the portrayal of Travellers in the media in general. The quality of otherness is relevant to the status of Travellers. For example, when a member of the Traveller community becomes seriously ill, their extended community rallies round. This has been known to cause alarm among health professionals when a large number of Travellers flood a waiting room in a hospital. That a group of individuals who are trying to be supportive can be perceived as a threat can be explained in the context of &quot;othering.&quot; It is not uncommon for those who have been identified as &quot;Other&quot; e.g. women, Travellers, people with disabilities, gay people and all marginalised people to suffer from internalised oppression. Internalised oppression is based on real fear. It is not surprising that individual Travellers fear negative treatment. This article looks at the bases of those fears, and explores where the negativity comes from. The author outlines the stereotyping that is perpetuated in the media in general, and how education has a central role in challenging these myths and stereotypes. The author's positioning to discuss this issue is located in her own experience as &quot;The Other.&quot; In this article, she explores the concept of otherness or alterity and discusses the potentiality of the concept in challenging stereotypical norms and the ways in which this positioning provides her with a singular vantage point. She looks at examples of educational approaches, from the back to education and training programme underpinned by adult education principles derived from Freire (1972) and Noddings, (1984) and the UL initiative, on the integrated framework. She considers the possibilities of otherness, and finally, on her own experience of alterity, which has enabled her to reflect on why she does what she does and how the notion of embracing otherness has been a personal motivation. (Contains 1 figure and 1 footnote.)
Impact of Online Professional Development on Teacher Quality and Student Achievement in Fifth Grade Mathematics
Author: Dash, Sheralyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Surveys,Student Surveys,Online Surveys,Outcome Measures,Federal Aid,Asynchronous Communication,Mathematics Achievement,Teacher Effectiveness,Program Effectiveness,Algebra,Control Groups,Experimental Groups,Measurement,Partnerships in Education,Grade 5,Elementary School Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Inservice Teacher Education,Teacher Student Relationship,Dropouts,Educational Technology,Electronic Learning,Web Based Instruction,Instructional Effectiveness,Comparative Analysis,Statistical Analysis,Questionnaires,Pretests Posttests

Despite the ever-increasing number of online professional development (OPD) programs, relatively few studies have been conducted to examine the efficacy of such programs for teachers and students. This manuscript presents findings from an impact study of OPD courses in fractions, algebraic thinking, and measurement on 79 fifth grade teachers' pedagogical content knowledge and pedagogical practices as well as their students' mathematics achievement. The OPD courses were offered one course per semester for three semesters, and each course comprised 1 week of orientation and 6 weeks of course content. Overall, teachers participated in more than approximately 70 hours of OPD. The research findings showed that teachers who had been randomly assigned to the experimental group had significantly greater gains in scores for pedagogical content knowledge and pedagogical practices than teachers in the control group. Nevertheless, the positive changes in teacher outcomes did not translate to any meaningful differences in students' mathematics achievement. (Contains 8 tables, 3 figures and 2 footnotes.)
ICANREAD: The Effects of an Online Reading Program on Grade 1 Students' Engagement and Comprehension Strategy Use
Author: Ciampa, Katia
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Publishing,Questionnaires,Observation,Pretests Posttests,Case Studies,Learner Engagement,Story Telling,Web Based Instruction,Check Lists,Student Attitudes,Reading Strategies,Pilot Projects,Listening Comprehension Tests,Reading Programs,Scoring Rubrics,Listening Comprehension,Reading Comprehension,Grade 1,Leisure Time,Reading Motivation,Educational Technology,Electronic Learning,Instructional Effectiveness

This pilot study explores the impact of online electronic storybooks (e-books) on the reading motivation and listening comprehension of six grade 1 students (aged 7 years) from Ontario, Canada. The researcher measured participants' perceived enjoyment of the online e-book reading experience using standardized listening comprehension tests, motivation questionnaires, behavioural observation checklists, and take-home e-book reading logs. The researchers used a scoring rubric to assess participants' oral responses to a set of embedded literal, inferential, and evaluative comprehension questions within each e-book read during the program sessions. The results from this study indicate that all of the participants increased their comprehension scores from pretest to posttest after using the online e-book reading program, enjoyed the e-book reading experience, and frequently read the online e-books at home in their free time. (Contains 7 tables and 10 figures.)
Examining the Influence of a Mobile Learning Intervention on Third Grade Math Achievement
Author: Kiger, Derick
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,Handheld Devices,Web Based Instruction,Instructional Effectiveness,Program Descriptions,Control Groups,Experimental Groups,Predictor Variables,Comparative Analysis,Statistical Analysis,Mathematics Instruction,Visual Aids,Multiplication,Intervention,Grade 3

Third grade students at a Midwestern elementary school participated in a 9-week mobile learning intervention (MLI). Two classrooms used Everyday Math and daily practice using flashcards, etc., to learn multiplication. Two other classrooms used Everyday Math and web applications for the iPod touch for daily practice. MLI students outperformed comparison students on a postintervention multiplication test controlling for several covariates, including prior achievement, home iPod touch use, and previous teacher, among others. The medium-sized performance advantage (b = 0.217) was statistically significant at the 0.01 alpha level. The MLI influence on the most difficult multiplication items was also statistically significant but less important than the student's demographic profile and the teacher's advanced educational technology degree. Experimental research is needed to assess longer-term achievement effects for diverse student groups and school settings and to explore how teaching and learning occurs in mobile environments above and beyond a particular device. (Contains 8 tables and 3 figures.)