ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Education and Biculturalism: Definitions and Implications
Author: Jenkin, Chris
Date: 2017-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Biculturalism,Foreign Countries,Pacific Islanders,Definitions,Bilingualism,Malayo Polynesian Languages,Treaties,English,Cultural Background,Participative Decision Making,Power Structure

The New Zealand early childhood curriculum (Ministry of Education, 1996) is presented as a bicultural curriculum, namely one honouring an equal relationship between Maori and non-Maori. This article examines definitions of biculturalism, drawing on research into the implementation of early childhood curriculum in mainstream centres in Aotearoa New Zealand, initially conducted in the context of a Doctoral thesis (Jenkin, 2010). I also explore the relationship between bilingualism and biculturalism. An appreciative inquiry approach underpinned the inquiry into definitions of biculturalism. The outcomes of this qualitative research study suggested that definitions overlapped and intersected 'conventional' MaoriPakeha perspectives. This finding contradicted initial researcher assumptions. This article reflects on the themes arising from definitions provided by the participants to an early, previously unreported 2003 investigation, and concludes that the term, 'Tiriti-based curriculum' better captures the notions of partnership and power sharing endorsed by the Treaty of Waitangi (Te Tiriti o Waitangi) than the term 'bicultural' does.
The Potentials of Digital Media: Theoretical Observations on the Educational and Teaching Potential of Tablet Computers
Author: Knaus, Thomas
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Handheld Devices,Educational Theories,Educational Psychology,Computer Assisted Instruction,Books,Comparative Analysis,Instructional Materials,Learning Processes,Constructivism (Learning),Learning Motivation,Foreign Countries,Telecommunications,Textbooks

This article concludes that the logic of linear and inscribed media continues to predominate in schools, despite the advances in the use of digital technology as a pedagogic tool. With respect to both the interactionist-constructivist model of learning as well as the findings of educational theory and educational psychology, it is possible to identify two conditions of sustainable and motivational learning: Learning is deemed successful if media are used to allow learners to interact creatively with the learning material ('individual manipulation'), and if these media serve to foster learner interactions and social relatedness ('connectivity'). By analysing two learning media--the exercise book and the tablet computer--this study assesses these two criteria from the perspective of communication studies, asking what lessons might be learnt from them with regard to the conceptual potentials of digital media in schools. One result is certain: If tablet computers are used only for Internet research and as a passive reading device, the potential of digital media for teaching and learning remains unexploited.
Accelerated Move for AI Education in China
Author: Yang, Xiaozhe
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Artificial Intelligence,Technology Uses in Education,Educational Policy,Higher Education,Elementary Secondary Education,Curriculum Development,Science Education

Purpose: This article summarizes recent developments in the use of artificial intelligence (AI) in Chinese education, paying particular attention to the different applications of AI at a number of different levels. The article reviews key government policies and guidelines and suggests a course for future development. Design/Approach/Methods: The article analyzes key government policies relevant to the implementation of AI in Chinese education. Additionally, the article leverages the author's experience as a key member of national information technology curriculum development, which involved participation in the drafting of various curriculum standards and policy documents and discussions with numerous administrative officials, teachers, and researchers. Findings: This article argues that the use of AI in Chinese education varies at different levels. AI implementation is at its early stage in elementary education; more prevalent in higher education, and even more common in the field of civic education. As a result, in multiple dimensions, Chinese students are becoming better trained to face an age of AI and working together to create an informatized education environment. Originality/Value: This article describes how China is searching for the point where top-down system design meets bottom-up applications to chart its own course for the use of AI in education.
Core Model on Improving Mathematical Communication and Connection, Analysis of Students&apos; Mathematical Disposition
Author: Yaniawati, R. Poppy
Date: 2019-10-00
Type: Journal Articles
Subjects: High School Students,Secondary School Mathematics,Foreign Countries,Communication Skills,Mathematics Skills,Personality Traits,Teaching Models,Mathematics Instruction,Instructional Effectiveness

This study aimed to improve of mathematical communication, mathematical connection and analyze mathematical dispositions of students by using the CORE (Connecting-Organizing-Reflecting-Extending) learning model. The study applied a mixed method with embedded design. The subject were 82 X grade students of high school in Sukabumi, West Java, Indonesia. It divided into 42 students for the experimental group and 40 students for the control group. The research data were obtained through well-structured tests of mathematical communication and mathematical connection, mathematical disposition questionnaires, observation sheets, and interviews. Data analysis used t-test, correlation test, descriptive statistic and qualitative. The results indicated that; 1) the CORE learning model can improve students' mathematical communication and connection skills, 2) the mathematical communication for topic I=76.46; topic II=70.98; topic III=72.87; post-test=74.26; and the mathematical connection for topic I=80.07; topic II=79.98; topic III=75.78; post-test=80.27; 3) mathematical communication and connections of students who learned with the CORE model was better than those used expository learning, 4) mathematical dispositions of students who learned with the CORE model was higher than those used expository learning as well and 5) there were correlation among mathematical communication, mathematical connection and mathematical dispositions.
Educational Makerspaces: Disruptive, Educative or Neither?
Author: Gilbert, Jane
Date: 2017-00-00
Type: Journal Articles
Subjects: Shared Resources and Services,Educational Benefits,Educational Innovation,Communities of Practice,Educational Improvement,Active Learning,Educational Change,Learning Processes,Creative Activities,21st Century Skills

Makerspaces are now common in schools. Their advocates argue that they improve learning; that they foster future-focused learning; and that they are, potentially, a disruptive force for good in education. This article evaluates these claims. It looks at the origins of the makerspace concept and at its uptake by educationists. It argues that, in their current form, school makerspaces are unlikely to be 'educative', in the Deweyan sense. Nor are they especially 'future-focused' or 'disruptive'. The makerspace idea is, however, potentially useful in educational contexts. The article puts forward two rather different ways school makerspaces could be educative and/or disruptive.
Managing Time for Heads of Music Departments: The Bipolarity of Compulsion and Desire
Author: Thwaites, Trevor
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Music Teachers,Music Education,Music Activities,Working Hours,Administrator Attitudes,Work Environment,Accountability,Benchmarking,Foreign Countries,Teacher Attitudes,Faculty Workload

New Zealand secondary music teachers spend many hours each week in both preparing and training a variety of performance ensembles, often before school, during lunchtimes, after school, on weekends and during holidays. In many cases this can be regarded as unpaid labour, yet their efforts make a significant contribution to a school's life: its atmosphere and spirit. In this paper we report on interviews with six music Heads of Departments and note the challenging nature of their work underpinned as it is by what we describe as a structured antagonism and the bipolarity of compulsion and desire. The wider context is a world of increasing educational global spectacle as systems of teacher and school accountability, clustered together with associated targets and benchmarks, have become powerful and pervasive forces transforming the life and work of teachers.
Policy Enactment and Leader Agency: The Discursive Shaping of Political Change
Author: Charteris, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Formation,Educational Change,Social Change,Politics of Education,Principals,Change Agents,Administrator Attitudes,Foreign Countries,Educational Legislation,Discourse Analysis,Public Policy,Economic Factors

This article addresses school principal agency in a context of political reform, in particular, communities of learning. As agents in reform, Principals can be pressured to respond to government change agendas. Far from merely implementing policy, Principals can demonstrate agency in their interpretation and recontextualisation. Drawing data from Principal interviews pertaining to the Aotearoa/New Zealand Ministry of Education Community of Schools initiative, the authors consider leader agency in relation to discourses of economic rationalism, change and change leadership. The operationalisation of schooling reform and the necessity to think critically about policy within limited official consultation frameworks is highlighted.
Analysis of Students&apos; Understanding of Motion in Straight Line Concepts: Modeling Instruction with Formative E-Assessment
Author: Kusairi, Sentot
Date: 2019-10-00
Type: Journal Articles
Subjects: Physics,Motion,Public Schools,High School Students,Foreign Countries,Science Instruction,Formative Evaluation,Concept Formation,Learning Processes,Instructional Effectiveness,Models

This study aims to analyze the students' understanding of motion in straight line concepts and their difficulties after the learning process. The research method is a mixed method with an embedded experimental design. The research was conducted in one of the public senior high schools in Malang City Indonesia with 34 students consisting of 20 women and 14 men. The research instrument was used reasoned multiple-choice questions with a reliability of 0.814. The results showed that integrated Formative E-Assessment in modeling instruction learning significantly improved students' understanding of concepts with N-gain = 0.41 and d effect size = 1.902. Found some difficulties experienced by students after learning takes place, among others, in understanding the graph of the position and speed of time. The combination of modeling instruction with e-formative assessment can be an alternative to improve students' understanding of motion in straight line.
Large-Scale Assessments, Personalized Learning, and Creativity: Paradoxes and Possibilities
Author: Beghetto, Ronald A.
Date: 2019-09-00
Type: Journal Articles
Subjects: Measurement,Creativity,Problem Solving,Artificial Intelligence,Secondary School Students,Foreign Countries,International Assessment,Achievement Tests,Learning Processes,Individual Differences,Logical Thinking,Models,Difficulty Level,Test Construction

Purpose: This article, based on an invited talk, aims to explore the relationship among large-scale assessments, creativity and personalized learning. Design/Approach/Methods: Starting with the working definition of large-scale assessments, creativity, and personalized learning, this article identified the paradox of combining these three components together. As a consequence, a logic mode of large-scale assessment and creativity expressions is illustrated, along with an exploration of new possibilities. Findings: Smarter design of large-scale assessments is needed. Firstly, we need to assess creative learning at the individual level, so complex tasks with high uncertainty should be presented to students. Secondly, additional process and experiential data while students are working on problems need to be captured. Thirdly, the human-artificial intelligence (AI) augmented scoring should be explored, developed, and refined. Originality/Value: This article addresses the drawbacks of current large-scale assessments and explores possibilities for combining assessment with creativity and personalized learning. A logic model illustrating variations necessary for creative learning and considerations and cautions for designing large-scale assessments are also provided.
Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style
Author: Jelatu, Silfanus
Date: 2019-10-00
Type: Journal Articles
Subjects: Cooperative Learning,Electronic Learning,Handheld Devices,Telecommunications,Computer Software,Trigonometry,Mathematical Concepts,Cognitive Style,Instructional Effectiveness,Preservice Teachers,Foreign Countries,Mathematics Instruction,Concept Formation

This research aimed to examine the effect of collaboration Think Pair Share (TPS) Leaning Model and m-Learning based on Android on the understanding of trigonometry concepts and to investigate the interaction between collaborative learning and cognitive style on the understanding of trigonometry concepts. This research involved 80 pre-service teachers of Mathematics Department at STKIP Santu Paulus Ruteng, Province of East Nusa Tenggara, Indonesia. The quasi-experimental research with control class without pre-test was done. Before the experiment, the Group Embedded Figures Test (GEFT) was used to identify students cognitive styles either Field-Dependent (FD) or Field-Independent (FI). The research data were obtained from a test consisting of five questions to measure students' understanding of trigonometry concepts. The data were then analyzed using two-way ANOVA. The results of the research show that 1) the collaboration of TPS Leaning Model and m-Learning based on Android leads to the higher achievement of the students on the understanding of trigonometry concepts if compared to students in conventional groups (expository). 2) there was no interaction effect between the collaborative learning and cognitive style of students' understanding of trigonometry concepts.
Tackling the Wicked Problem of Measuring What Matters: Framing the Questions
Author: Zhao, Yong
Date: 2019-09-00
Type: Journal Articles
Subjects: Educational Assessment,Evaluation Problems,Outcomes of Education,Cooperation,Student Characteristics,Measurement,Ecology

Purpose: Making policy makers, researcher, education leaders, and assessment developers aware that what matters in education assessment is a wicked problem that cannot be easily solved following traditional approaches. Design/Approach/Methods: Starting from the questions that what matters in education assessment, this article presented such questions as a wicked problem because there is no consensus, not right or wrong answer, and certain solutions may lead to side effects on students and society. Therefore, a new approach of ecology should be involved, and different education outcomes or intended qualities of learners are presented in complex relationships. Findings: Deciding what matters in education assessment is a wicked question. It is not a tame or technology problem and can be resolved by any conventional approaches. What is pivotal now is to decipher what matters in education and then what should be measured and ultimately how to measure. The ecology and collaborate approach deliberated in this article could expedite such a process. Originality/Value: This article advocates paradigm change in understanding and resolving one of the most urgent problems in education. It provides an ecology explanation of the relationships that exist among the different education outcomes and students' qualities. By guiding through the dissecting of the problem step by step, this article has demonstrated a unique angle of understanding the wicked problem.
Daily Singing in a School Severely Affected by Earthquakes: Potentially Contributing to Both Wellbeing and Music Education Agendas?
Author: Rickson, Daphne
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Singing,Well Being,Music Education,Seismology,Natural Disasters,Trauma,Self Efficacy,Elementary School Teachers,Teacher Attitudes,Music Activities

Since the 2010-2011 Christchurch earthquakes staff and learners at Waitakiri School have been participating in daily singing specifically to promote wellbeing, and wellbeing scores have remained high. Facilitation of the singing involved the creation of &quot;no pressure&quot;, democratic and participatory conditions, with teachers specifically avoiding judging learners' progress and achievement, and having an unambiguous focus on being together and having fun. Coming together to sing provided the opportunity for a positive collective relational response to trauma that just 'felt right'. Despite their passion for daily singing, however, participant teachers felt considerably less prepared to engage with music education tasks, which they aligned more with the 'science' or 'technical aspects' of music. As part of our action research process we examined this apparent dichotomy, and found that even when teachers have poor self-efficacy with regard to singing they can engage learners in singing by taking the focus away from music learning; and that learners were developing key competencies and learning musical concepts when singing informally. We conclude that increased focus on positive participation rather than skill-based learning is likely to contribute positively to both education and well-being agendas.
Developing IRT-Based Physics Critical Thinking Skill Test: A CAT to Answer 21st Century Challenge
Author: Istiyono, Edi
Date: 2019-10-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Cognitive Tests,Physics,Item Response Theory,Adaptive Testing,Computer Assisted Testing,Foreign Countries,Test Validity,Test Reliability,High School Students,Error of Measurement,Test Items,Difficulty Level

The objective of this study was to develop Physics critical thinking skill test using computerized adaptive test (CAT) based on item response theory (IRT). This research was a development research using 4-D (define, design, develop, and disseminate). The content validity of the items was proven using Aiken's V. The test trial involved 252 students in Yogyakarta, Indonesia. The data were analysed according to partial credit model (PCM). The test reliability was estimated using PCM based on information function (IF) and standard error measurement (SEM), whereas the empirical validity was proven through INFIT MNSQ. The results showed that all items were valid with Aiken's V spread from 0.67 to 1.00 and INFIT MNSQ values from 0.86 to 1.20. The item difficulty index ranges from -0.75 to 1.30, which was a good item difficulty index. The IF and SEM showed that PhysTCriTS was suitable to measure students' critical thinking abilities from -1.80 to 1.50, with the reliability score reaches 0.75. The results of this study have an implication to reduce cheating in a test because each student gets a different item in accordance to the student's ability. The test using CAT may accurately and effectively measure physics critical thinking skill of students.
Informal, Non-Formal, and Formal Networking: Ensuring Autonomy and Flexibility for Special Needs Coordinators
Author: Kearney, Alison
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Autonomy,Special Needs Students,Coordinators,Inclusion,Equal Education,School Personnel,Role Perception,Professional Development,Compulsory Education,Elementary Secondary Education,Job Satisfaction,Communities of Practice

The importance of the Special Needs Coordinator (SENCO) in facilitating inclusive and equitable education is well supported in the literature with many countries formalising the role through legislation and policy. New Zealand however, while adopting the role of SENCO, has not formalised this role, meaning that those in SENCO positions in New Zealand experience high levels of flexibility and autonomy. This article reports on a study of New Zealand SENCOs, highlighting their day-to-day work. A model of networked SENCO expertise is presented that reinforces SENCO autonomy and flexibility while also facilitating their needs for collaboration, sharing of practice and ongoing professional learning.
Challenging Constraints or Constraining Challenges: Initial Teacher Primary Music Education across the Tasman
Author: Trinick, Robyn
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Teacher Educators,Teacher Attitudes,Music Education,National Curriculum,Curriculum Design,Curriculum Development,Skill Development,Educational Benefits,Course Content,Cultural Awareness,Teaching Methods,Best Practices

Initial teacher educators seek to manage curriculum coverage within the time constraints of initial teacher education (ITE) courses. As a result, considered choices need to be made regarding content and pedagogical approaches based on what ITE educators deem to be valuable, memorable and transferrable. Using narrative methodology, two tertiary educators across the Tasman (the ocean that separates Australia and New Zealand) share their views about what they prioritise in their music education courses and how these choices are informed. Both authors face similar challenges, and share the view that the teaching of music goes far beyond simply entertainment. They uphold that music education provides a rich context to develop not only knowledge, skills and understandings about music itself, but also to address social, cultural, linguistic, cognitive and affective domains of learning, to name a few. This article looks at some of the ways the authors effectively support ITE students to address the music components of courses. While constraints of time in ITE programmes is not a new phenomenon, the intention of this article is to highlight the benefits of music education, and encourage other educators to critically reflect on choices made in their own teaching contexts under challenging constraints.
Secondary Student Teachers&apos; Personal and Professional Values, and the Teaching as Inquiry Framework
Author: Vermunt, Jenny
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values,Inquiry,Secondary School Teachers,Instruction,Student Teachers,Graduate Students,Student Teacher Attitudes,Communities of Practice,Preservice Teacher Education

Teaching as Inquiry is a framework in the New Zealand Curriculum for guiding teachers' professional decision-making and actions (Ministry of Education, 2007). It has been included in initial teacher preparation courses to assist student teachers to practice in a way that focuses on their pupils' learning, and their own professional learning from the start of their careers. This article speaks to the influence of student teachers' personal and professional values on their perceptions of the Teaching as Inquiry framework, and the importance of self-knowledge for becoming inquiring. The data on which this article draws were collected as part of a qualitative Doctoral study exploring the role of student teachers' personal and professional values during their initial teacher preparation year. Findings from two student teachers in the sample are discussed in this article. Findings revealed the positive influence of their vocational values on their perceptions of Teaching as Inquiry. These values included being of service, pursuing social justice and being self-aware. Findings also showed how competing values in student teachers' contexts may reduce Teaching as Inquiry to an assignment, rather than a process for becoming an inquiring, emerging teacher.