ethanporcaro/eric-fulltext-meta huggingface dataset:
The Experiences of Selected Teachers in Implementing Place-Based Education
Author: Miller, Dianne
Date: 2017-00-00
Type: Journal Articles
Subjects: Place Based Education,Teacher Attitudes,Teacher Competencies,Barriers,Outdoor Education,Experiential Learning,Curriculum Implementation,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,School Community Relationship,Self Evaluation (Individuals),Special Needs Students,Beginning Teachers,Preservice Teacher Education,Student Empowerment,Foreign Countries,Geographic Regions

This study explores the experiences of selected teachers undertaking place-based education (PBE) in a prairie region, the challenges they encounter, and their understanding of the knowledge and skills required to implement PBE. PBE is defined and described. Five individual teachers and one teaching team of two who practice PBE are interviewed. The findings are reported thematically and implications for teacher education are discussed. The varied practice of these teachers is instructive for educators interested in holistic, inquiry-based methodologies rooted in local settings and points to directions for teacher education programs to take in implementation.
The Light to the Left: Conceptions of Social Justice among Christian Social Studies Teachers
Author: Orlowski, Paul
Date: 2017-00-00
Type: Journal Articles
Subjects: Christianity,Social Studies,Social Justice,High School Teachers,Teacher Attitudes,Catholics,Protestants,Gender Differences,Urban Schools,Rural Schools,Social Problems,Churches,Social Attitudes,Marriage,Homosexuality,Taxes,Welfare Services,Religious Factors,Political Attitudes,Foreign Countries,Controversial Issues (Course Content)

This article describes a study that took place in Saskatchewan, Canada, during 2013-2014. Ten practicing high school social studies teachers who self-identified as Christian answered an unsolicited invitation to participate in a qualitative study about the ways in which they think about social justice. Almost evenly split between Catholic and Protestant, female and male, and urban and rural, most participants were very progressive in their thinking about important economic and social issues. For example, all supported paying taxes and the social welfare state, and almost all supported gay rights and feminism. As well, an important emergent theme arose: The majority spoke about breaking from the teachings of their church if the teachings did not fit with contemporary society. All of them claimed that their faith influenced their thinking about social justice. The study challenges some secular notions about the values held by Christian social studies teachers. Situated in Canada, the study challenges American research findings about the political ideology and values of Christian social studies teachers.
Early Career Teachers&apos; Evolving Content-Area Literacy Practices
Author: Murray-Orr, Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Secondary School Teachers,Pedagogical Content Knowledge,Intellectual Disciplines,Literacy,Teaching Methods,College Faculty,Foreign Countries,Content Area Reading

Becoming effective teachers is dependent upon a variety of factors intersecting with early career teachers' beginning teaching experiences. This paper provides a glimpse into ways in which four early career secondary school teachers began to embed literacies into their teaching practices in content areas and how their approaches shifted between the final term of their teacher education program in 2013 and their first year of teaching in 2014. The authors explore three factors that may shape the practices of early career teachers, with disciplinary specialties in science, math, social studies, and other content areas, as they persist in infusing their teaching practice with literacy strategies over the first year of teaching, or alternatively discontinue using these strategies. These factors are coursework in a &quot;Literacy in the Content Areas&quot; course during their teacher education program, teaching context, and disciplinary specialty.
Mollenhauer&apos;s Representation: The Role of Preservice Teachers in the Practices of Upbringing
Author: Foran, Andrew
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Service Learning,Field Experience Programs,Study Abroad,Student Teaching,Cultural Awareness,Student Attitudes,Foreign Countries,Teacher Student Relationship,Child Rearing,Role

Our recent research study investigated an international field experience for preservice teachers, labelled as a service-learning internship, a term often used to refer to a student teacher in a Bachelor of Education (BEd) program. Relying on what we know to be advantages and benefits of similar international field experiences for preservice teachers to frame our investigation, we explored the impact of a service-learning internship upon beginning teachers, particularly as it related to their professional growth as teachers. To gain insight into teacher education, we drew on the work of Mollenhauer (2014) to critically examine the foundations of how we prepare teachers in our BEd program. Analysis of questionnaire responses, tracked by a digital discussion forum via Moodle™, revealed two dominant themes: (a) gaining a deeper understanding of children, and (b) learning to be flexible regardless of curricular constraints. Results from this study might be of interest to those who share a similar interest in international field experiences, teacher education, and pedagogy.
Fostering Frameworks for Success: Building Student Support Networks through Professional Development Badging
Author: Jackson, Karen
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,At Risk Students,Professional Development,Holistic Approach,Networks,Faculty Development,Staff Development,Workshops,Success,Student Needs,Academic Support Services,Student Personnel Services,Recognition (Achievement),Information Storage

One challenge facing faculty and staff at higher education institutions, and particularly those with an access mission, is understanding and supporting their students in a holistic manner. Organizations with a high proportion of traditionally at-risk students must balance resource demands with providing the intensive teaching and advising models recommended for student success. This article explores the Student Success professional development badge as one efficient and effective model for building a holistic student support network on campuses.
The Plight of Adjuncts in Higher Education
Author: Anthony, Wes
Date: 2020-00-00
Type: Journal Articles
Subjects: Adjunct Faculty,Higher Education,Teacher Education,Part Time Faculty,Professional Autonomy,Cost Effectiveness,Compensation (Remuneration),Labor Legislation,Salary Wage Differentials,Academic Rank (Professional),Minority Group Teachers,Advocacy,Organizational Change,Collective Bargaining,Teacher Orientation,College Faculty

Though there is a plethora of articles written over the past years on the ordeal adjunct professors go through while teaching in universities and community colleges, very little has been done to salvage the situation. The work adjunct professors do has been oversimplified while institutions that utilize their services save a lot. This article will discuss the impact of adjunct professors in higher education, especially those who teach developmental education courses. It will include information on problems and plight faced by these greatly needed employees, their value to educational institutions across the country, data on the number of full-time versus part-time faculty, the lack of pay and benefits offered to the thousands of adjunct and part-time teachers across the country, the savings their work provides institutions of higher education, the beginnings of collective bargaining for this population of workers, and the need to continue to work to find ways to improve working conditions for these professionals.
Disciplinary Reading in Basic Writing Graduate Education: The Politics of Remediation in JBW, 1995-2015
Author: Reid, Lynn
Date: 2018-00-00
Type: Journal Articles
Subjects: Basic Writing,Remedial Programs,Graduate Study,Reading Assignments,Content Area Reading,Socialization,Graduate Students,Reading Strategies,Journal Articles,Politics of Education

Though practitioners in Basic Writing studies often refer to &quot;the politics of remediation,&quot; there are few pedagogical models that address how to teach this facet of professional life to graduate students and emerging professionals. Most often, this knowledge is transmitted through storytelling, namely narrative-based accounts of Basic Writing professionals engaging with other institutional stakeholders during moments of institutional change. This article provides some results from a qualitative study of such publications in &quot;JBW&quot; from 1995-2015 to highlight how a range of distant and close reading practices (Mueller) might serve to illuminate disciplinary patterns, thereby providing graduate students with new insights into the politics of the field.
Identity Formation in Adolescents with Concentration Problems, High Levels of Activity or Impulsiveness: A Pragmatic Qualitative Study
Author: Løhre, Audhild
Date: 2020-02-00
Type: Journal Articles
Subjects: Adolescents,Identification (Psychology),Attention Deficit Hyperactivity Disorder,Friendship,Well Being,Foreign Countries,Student Attitudes,Symptoms (Individual Disorders),Student Behavior,Self Concept

Students showing core symptoms of ADHD face additional challenges in school. This study asks how children and adolescents with inattentiveness, high levels of activity or impulsiveness perceive their symptom-like behaviour and how this may affect their identity, friendships and well-being. Researchers conducted individual interviews with 12 students (10-16 years) selected to attend a school programme aimed at improving their concentration. Six students had an ADHD diagnosis. The interviews were analysed, guided by theoretical reading. The students' narratives fit a discursive perspective showing that identity developed through interactions with others. All students told about their disturbing concentration problems. Students disliked having a short fuse and talking before thinking, and they admitted that impulsive behaviour could threaten their friendships. On the other hand, students with high levels of activity described this as fun in interaction with friends. Nobody mentioned that concentration problems affected friendships, and none of the core symptoms seemed to influence well-being. There were no obvious differences between students with or without an ADHD diagnosis. The students' stories, therefore, show that teachers should know their students with inattentiveness, hyperactivity or impulsiveness individually to learn about their challenges and preferences.
Social Competencies and Expectations Regarding the Impending Transition to Secondary School
Author: Röder, Mandy
Date: 2020-02-00
Type: Journal Articles
Subjects: Developmental Tasks,Student Adjustment,Elementary School Students,Student Attitudes,Secondary Education,Expectation,Teacher Student Relationship,Interpersonal Competence,Aggression,Peer Acceptance,Coping,Victims,Bullying,Empathy,Correlation,Academic Achievement,Self Evaluation (Individuals),Measures (Individuals),Foreign Countries

Changing from elementary to secondary school is a life event that every child has to pass. Previous research has shown that some children feel more threatened by the transition than others. In the present study children's expectations concerning the impending transition to secondary school were analyzed and it was investigated how individual levels of social competencies, aggressive behavior, peer-acceptance and victimization experiences are related to the expectations regarding the transition to secondary school. The results demonstrated that empathy and aggression are strongly related to the perception of the impending transition as challenge whereas victimization and peer-acceptance were related to the perception of the transition as threat. Furthermore, with the help of a cluster analysis, four groups of children showing different patterns of expectations were identified. The findings give valuable information about children's perceptions of the impending school transition. It is discussed how teachers could support children to cope better with transition processes.
Spanish Teacher Education Students&apos; Values and Satisfaction with Life
Author: Huertas-Delgado, Francisco Javier
Date: 2020-02-00
Type: Journal Articles
Subjects: Values,Life Satisfaction,Teacher Education,Foreign Countries,Gender Differences,Preservice Teachers,Elementary Education,Early Childhood Education,Family Environment,Value Judgment,Living Standards

The main purposes of this study were to describe teacher education students' values and degree of satisfaction with life, to analyze whether any differences by educational program, gender or living standard and to analyze the association between values and satisfaction with life. A total of 565 students of teacher degree programs (girls 415 (73.5%)) answered a self-administered questionnaire composed by two validates scales about their values (Portrait Values Questionnaire (PVQ) and satisfaction with life (Satisfaction with Life Scale)). The results showed that the most important values were self-direction, benevolence and hedonism, while the least important values were power, tradition and achievements. Females reported higher importance for benevolence, universalism, self-direction, stimulation, hedonism and security. Males reported higher importance for power. Students who live with family reported also more high values for power. Concerning satisfaction with life, it was associated to higher values of power. Current intervention programs have focused different approaches by gender and living standard. Programs focus on increasing satisfaction with life should consider the values structure of students.
Forming Adult Educators: The CCNY MA in Language and Literacy
Author: Gleason, Barbara
Date: 2018-00-00
Type: Journal Articles
Subjects: Adult Educators,Adult Education,Adult Learning,Graduate Students,Masters Programs,Basic Writing,Writing (Composition),Preservice Teacher Education,Writing Instruction,Second Language Instruction,Required Courses,Education Courses

This essay provides a profile of an interdisciplinary master's program whose curriculum supports current and future adult educators seeking employment opportunities in higher education, adult literacy education, adult English language instruction, writing centers, and secondary education. A faculty administrator and five former graduate students collectively present an overview of the master's program while also providing experience-based narratives on program participation. Curricula for two graduate courses--a basic writing graduate course and a course focused on teaching adult writers--are profiled and then commented on by former students who reflect on the roles these courses played in their educational lives and professional futures. [This article was written with Anita Caref, James Dunn, Erick Martinez, Lynn Reid, and Maria Vint.]
It&apos;s Not Just about the Teaching: Integrating Basic Writing History and Theory in a Master&apos;s Level Graduate Seminar
Author: Buell, Marcia Z.
Date: 2018-00-00
Type: Journal Articles
Subjects: Seminars,Masters Programs,Basic Writing,Graduate Students,Writing Instruction,Educational Theories,Instructional Design,Experiential Learning,Class Activities,Student Projects,College Instruction

This article describes a version of the Seminar in Basic Writing Theory and Pedagogy, a Master's level course that Marcia Buell taught in summer 2017 at Northeastern Illinois University in Chicago. Buell argues that because many MA students enter graduate courses in Basic Writing expecting that the course will show them how to &quot;fix&quot; problems in the texts that basic writers produce, it is necessary to design MA courses which promote a theorized pedagogy, to show how history, theory, and social or institutional contexts drive pedagogical approaches. In addition to discussing the concepts that graduate students in the course learned and sometimes struggled with, Buell introduces resources and hands-on activities used to help graduate students address key questions such as what makes a student a Basic Writer, or how we might tap linguistic understandings of basic writers instead of assuming a lack of knowledge about language.
An Investigation of the Role of Legends and Storytelling in Early Childhood Practices in a Kanien&apos;kehá:ka (Mohawk) Early Childhood Facility
Author: Deer, Sandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Indigenous Knowledge,Oral History,Culturally Relevant Education,Cultural Maintenance,Foreign Countries,Canada Natives,Story Telling,Early Childhood Education,Child Care Centers,Teaching Methods

Through the course of Indigenous history, cultural and spiritual knowledge remains, in many places as faint as the smoke rising from the embers of last night's fire; in other places, with enough flame to ignite another log. In spite of the genocidal acts portrayed through colonialism's experimentation through religious doctrine, residential school, legislation, treaties broken and unbroken, reservations, and spiritual disregard, the Indigenous peoples of Turtle Island remain living, breathing and believing that their history is alive through the oral stories of their beginnings and endings. Indigenous education can only be defined through the culture of the people themselves. Historical Indigenous education was transferred orally for thousands of years with very little disruption or inconsistencies; therefore distinct meanings and connections were continuously addressed through one's lifetime through the wisdom of elder's legends and stories. The investigation of the role of legends and storytelling in an early childhood setting in Kahnawa:ke, Quebec is portrayed through a combination of research literature, classroom observations and personal interviews documented as portraiture. The main finding was that cultural legends and stories familiar to historical, ceremonial and spiritual practices are vital to the cultural foundation of the Haudenosaunee (peoples of the longhouse or the Iroquois) and Kahnawake'hró:non (people of Kahnawa:ke).
Power, Identity, and the Construction of Knowledge in Education
Author: Vindevoghel, Lana J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Knowledge Level,Identification (Psychology),Social Influences,Ideology,Educational History,Social Bias,Foreign Countries,Indigenous Populations,Racial Bias,Boarding Schools,Educational Policy,Cultural Influences,Power Structure,Teaching Methods,Consciousness Raising,Reflection,Social Justice

This paper explores the social construction of knowledge, identity formation, and the ways in which the education system supports dominant societal ideology. I examine how dominant historical and societal ideologies are deeply cultivated and facilitated through education systems, including forcefully through the residential school system and, in many cases, subtly through post-secondary education. Further, I identify the method in which personal biases, predisposed by dominant social influence, are subconsciously reflected in the classroom through micro-aggressive behaviour. Weber's (2010) framework of themes provides a comprehensive perspective from which to understand the nature in which identity is influenced by dominant societal ideology. Finally, I analyze the social construction of knowledge, development of identity, and support of dominant ideology through Gramsci's concept of hegemony and Foucault's theory of discourse. The discussion then shifts to describe how conscientization and critical reflection can provide a step forward towards diminishing dominant societal ideology within the educational environment and create a path to embracing Freire's concept of liberating education.
Teachers, Researchers, and Communities of Practice: Building a Corpus to Support Graduate Education
Author: Peele, Thomas
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,Graduate Students,Discourse Communities,Discourse Analysis,Persuasive Discourse,Writing Assignments,Essays,Literary Genres

The authors of this essay discuss the impact of corpus collection and analysis on the writing program at The City College of New York, CUNY, the digital literacies encouraged by the corpus collection process, and how corpus studies can be used to support genre awareness and build communities of practice in basic writing classrooms and among graduate students. New graduate student instructors collected the corpus of student essays and later used it in their classrooms to both introduce and reinforce what students already know about rhetorical moves and genre conventions. Since these corpus-based assignments were derived from our own student writers, they showed our graduate students what our undergraduate students already knew about academic writing and helped these first-year writers build upon that knowledge--the assignments showed them, visually, the kind and frequency of rhetorical moves of the argument essay in an academic community of practice. The corpus collection and analysis process provided new graduate student instructors with hands-on experience in one strand of composition research. As they began the process of learning to teach academic discourse to basic writers, English language learners, and other students of composition, they were also actively learning the discursive practices and analytical modes of composition researchers.
My Junglee Story Matters: Autoethnography and Language Planning and Policy
Author: Khanam, Rubina
Date: 2016-00-00
Type: Journal Articles
Subjects: Autobiographies,Ethnography,Research Methodology,Language Planning,Language Usage,Power Structure,Identification (Psychology),Public Policy,Foreign Countries,English (Second Language),Language of Instruction

The present paper discuses the value of autoethnography as a research methodology in the area of language planning and policy in investigations of language, power, and identity. Traditionally, research methodology in the area of language planning and policy focuses on language, power, and identity from a sociopolitical perspective at the national level. These methodologies do not easily examine how the issues of language, power, and identity are related to the lives of individuals. Therefore, this paper argues for the use of autoethnography as a research methodology in language planning and policy research because it systematically analyzes personal experiences in order to understand the researcher's cultural experience regarding her or his perspectives, beliefs, and practices of language as a language user. This paper also argues that autoethnography can be combined with traditional research methods such as historical-structural analysis and ethnography of language policy to make language planning and policy research more diverse and critical.