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Descriptors:
Student Characteristics; Racial Factors; Ethnicity; Stereotypes; White Students; Racial Differences; Grade 10; African American Students; Hispanic American Students; High School Students; Asian American Students; Surveys; Teacher Attitudes; Student Attitudes; Parent Attitudes; Student Behavior; English Teachers; Mathematics Teachers

Abstract:
Previous research demonstrates that students taught by teachers of the same race and ethnicity receive more positive behavioral evaluations than students taught by teachers of a different race/ethnicity. Many researchers view these findings as evidence that teachers, mainly white teachers, are racially biased due to preferences stemming from racial stereotypes that depict some groups as more academically oriented than others. Most of this research has been based on comparisons of only black and white students and teachers and does not directly test if other nonwhite students fare better when taught by nonwhite teachers. Analyses of Asian, black, Hispanic, and white 10th graders in the 2002 Education Longitudinal Study confirm that the effects of mismatch often depend on the racial/ethnic statuses of both the teacher and the student, controlling for a variety of school and student characteristics. Among students with white teachers, Asian students are usually viewed more positively than white students, while black students are perceived more negatively. White teachers' perceptions of Hispanic students do not typically differ from those of white students. Postestimation comparisons of slopes indicate that Asian students benefit (perceptionwise) from having white teachers, but they reveal surprisingly few instances when black students would benefit (again, perceptionwise) from having more nonwhite teachers. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Aesthetic Education; Educational Change; Neoliberalism; Urban Teaching; Urban Schools; Beginning Teachers; English Teachers; Secondary School Teachers; Accountability; Testing; Qualitative Research; Interviews; Ethnography; Social Justice; Theory Practice Relationship; Teacher Education

Abstract:
This article presents 7 years of qualitative research into the emerging understandings of a population of 456 beginning 7 to 12 urban teachers who supplied 130 participants who were enrolled in a total of 26 MSEd English Language Arts courses over 7 years. These were interviewed while teaching in urban schools focused primarily on testing and accountability systems, and their class writings were used to present seven of their voices in this study. The study investigates participant engagement in two theoretical frameworks emphasized in the courses: first, the neoliberal ideology of testing and accountability; second, the transactional tradition of aesthetic education. The study finds that education students need not passively acquiesce to neoliberal reforms, but can reclaim a culturally critical stance in their teaching. (Contains 1 table and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Standard Setting (Scoring); Cognitive Processes; Mathematics Tests; Language Tests; English (Second Language); Second Language Learning; English Teachers; Mathematics Teachers; Grade 5; Cutting Scores; Influences; Feedback (Response); Developing Nations; Foreign Countries

Abstract:
Considerable research about standard setting has revolved around a U.S.-centric policy context. That is, over the past decade, conclusions about thought processes and the interaction of education policy and panelists' judgments have been based on assumptions of comparable policy settings. However, whether these assumptions generalize to other education contexts is to some extent unknown. This study addresses what standard setting panelists in a developing nation think about when making item performance estimates for students in various performance categories. Panelists were asked to respond to a set of questions at various stages of the standard setting workshop. The results suggested that panelists gained experience about standard setting procedure, understanding descriptions of the performance level categories, and making more consistent decisions on the test items. Most of the panelists were not influenced by the item p-value and impact data while making Round 2 ratings. However, the panelists did mention that the feedback data helped them to understand better the four performance level categories and provided a reality check of their Round 1 item performance estimates. Salient factors for panelists in this study are compared with findings from other research in the area. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Reading Instruction; Teaching Methods; Secondary Schools; Foreign Countries; English Teachers; Text Structure; Adolescents; Reading; Hermeneutics; Personal Narratives; Low Achievement; Reading Difficulties; Reading Teachers; Grade 7; Reading Comprehension

Abstract:
Teachers of reading in secondary schools know how important it is for low-attaining readers to read whole narratives but time to do this in a crowded curriculum is limited and progress is more easily measured through reading smaller parts of texts. This paper reports on a longitudinal critical action research project in which three English teachers in two different urban secondary schools in the south of England read whole complex narratives with their classes of average and low-attaining Year 8 students (12- to 13-year-olds) with their practice newly theorised by hermeneutics and intertextuality. These theoretical approaches encouraged the teachers to situate the texts in relation to other related texts that supported students in making inferential links. Moreover, teacher pedagogic discourse became newly focused on text structure and coherence as the whole class read the text together and rapidly to the end with pleasure and understanding. The long-term impact of the action research suggests that such a theorised approach can influence teachers' practice at a deep and sustainable level and in one school led to the introduction of a daily reading lesson where students read whole narratives they selected themselves, raising their reading ages and creating a reading culture. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Collaboration; Middle School Teachers; Science Teachers; English Teachers; English (Second Language); Middle School Students; Teaching Methods; Reading Fluency; Group Activities; Direct Instruction; Vocabulary; Metacognition; Writing Skills; Nonfiction; Recall (Psychology); Case Studies; Foreign Countries

Abstract:
This study will examine strategies that ESL teachers and content teachers can use to help middle school ESL students acquire science vocabulary and meta-cognitive strategies for writing skills in non-fiction text forms. Two appendixes are included. (Contains 3 figures and 2 footnotes.)

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Descriptors:
High Schools; Secondary Education; English Teachers; Mathematics Teachers; Science Teachers; Social Studies; Language Teachers; Second Language Instruction; Constructivism (Learning); Teaching Methods; Statistical Significance; Differences; Intellectual Disciplines; Individualized Instruction; Educational Technology; Computers; Technology Uses in Education; Active Learning; Student Projects

Abstract:
The purpose of this study was to compare high school Math, Science, Social Studies, English, and Foreign Language teachers' implementation of teaching practices in terms of their pedagogical dimensions in a one-to-one computing environment. A survey was developed to measure high school teachers' implementation of teaching practices associated with Collaborative Learning, Constructivist Learning, Project-Based Learning, and Differentiated Instruction in a one-to-one computing environment. Of the 209 teacher participants, 170 high school teachers were chosen for the purposeful sample. The results of the one-way between-group analysis of variance showed that there was a statistically significant difference in terms of high school Math, Science, Social Studies, English, and Foreign Language teachers and their pedagogical practices while implementing one-to-one computing technology. The findings in this study indicated different pedagogical classroom practices in a one-to-one computing environment among the high school disciplines. This study revealed how teachers use specific technological resources and strategies to teach their content. (Contains 13 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English Teachers; English (Second Language); English Language Learners; Teacher Effectiveness; Teacher Evaluation; Standards; Observation; Academic Achievement; Faculty Development; Expertise; Teacher Behavior; Teacher Salaries; Public Schools; Urban Schools; Elementary Secondary Education

Abstract:
The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 4 which consists of all non-itinerant English Language Learner (ELL) teachers. It discusses the four IMPACT components for members of Group 4 and offers guidance on how to be more effective in their work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English Teachers; English (Second Language); English Language Learners; Itinerant Teachers; Teacher Effectiveness; Teacher Evaluation; Standards; Observation; Academic Achievement; Faculty Development; Expertise; Teacher Behavior; Teacher Salaries; Public Schools; Urban Schools; Elementary Secondary Education

Abstract:
The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 5 which consists of all itinerant English Language Learner (ELL) teachers. It discusses the three IMPACT components for members of Group 5 and offers guidance on how to be more effective in their work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Teaching Methods; English (Second Language); Foreign Countries; English Teachers; Teacher Attitudes; Second Language Instruction; Elementary Education; Interviews; Vocabulary Development; Grammar; Theory Practice Relationship; Educational Objectives; Goal Orientation; Elementary School Teachers; Qualitative Research; Pilot Projects

Abstract:
This exploratory study seeks for understanding the relationship between Turkish elementary school English teachers' espoused beliefs about the effective ways of teaching English and their self-reported practices. 6 teachers, who were working at different state schools in a town located in the Northwestern part of Turkey, were interviewed. Interpretation of the data revealed inconsistency between teachers' beliefs and practices. Although there was a strong consensus that English should be taught communicatively, all participants reported that their teaching practices mainly focus on vocabulary and grammar. A number of factors hindering this consistency were mentioned such as exam-based educational policy, time constraints and overloaded syllabus. In the light of these, this study recommends changing the focus of current English testing system to using the language communicatively and implementing an adaptable curriculum where language learning objectives will be shifted from preparing students for the examinations to improving their competences in productive skills. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education Programs; Cultural Context; English (Second Language); Foreign Countries; Inservice Teacher Education; Constructivism (Learning); Program Design; English Teachers; Performance Factors; Second Language Instruction; Second Language Learning; Teaching Methods; Cultural Awareness; Professional Development; Individualized Instruction; Program Effectiveness; Instructional Development; Beliefs; Social Cognition; Best Practices; Educational Practices; Case Studies; Reading Instruction; Semitic Languages; Native Speakers

Abstract:
In this paper, I argue that in-service language-teacher education programs should consider all elements of the linguistic, geographical and cultural context of the teachers the course is designed for, and respond to this context in a constructivist way in program design and implementation. Using qualitative case-study data, I focused on the development over time of an English teacher of young learners in Oman who was studying at an in-service teacher education program that appeared to meet various criteria for constructivism. However, findings indicate the teacher's growth was uneven, and conclusions are that input on initial literacy and the teaching and assessment of reading in English as a second language (ESL) could have been better tailored to the context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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