ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Social Studies Teachers' Perspectives and Understandings of Teaching in the Twenty-First Century Classroom: A Meta-Ethnography
Author: Tannebaum, Rory P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethnography,Preservice Teachers,Social Studies,Student Attitudes,Democratic Values,Meta Analysis,Social Justice,Equal Education,Databases,Journal Articles,Coding,Qualitative Research

This meta-ethnography explores the conceptions preservice social studies teachers have toward broad theories of democratic education. The author synthesizes and analyzes empirical research to find a consensus on preservice teachers' conceptions of the social studies. Findings suggest that social studies teacher candidates enter teacher education programs with limited understandings of the broad aims of education and often exit programs unable to make proper associations between the classroom and theories of social justice, democratic education, and equality and equity. The author calls for more research exploring the extent to which preservice teachers internalize theories advocated for within teacher education.
Pay It Forward: Teacher Candidates' Use of Historical Artifacts to Invigorate K-12 History Instruction
Author: Waring, Scott M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,History Instruction,Units of Study,Primary Sources,Teaching Methods,Social Studies,Teacher Motivation,Inquiry,Historical Interpretation,Teacher Education,Elementary Secondary Education,Local History,Knowledge Base for Teaching,Empathy,Change,Generalization

As advocates of engaging students in historical inquiry and of the use of primary sources to aid in this inquiry, we support the claims of numerous student benefits, such as learning to detect bias, appreciating the interpretive nature of historical thinking, and the drawing of conclusions based on judgments about evidence (Fehn &amp; Koeppen, 1998; Haeussler Bohan &amp; Davis, 1998; Seixas 1998; Yeager &amp; Davis, 1996). We developed a unit of study for our history and social studies teacher candidates that would address several issues: (a) motivate and inspire future teachers to use inquiry as a tool to build K-12 students' historical understanding and facilitate purposeful utilization of artifacts with ease; (b) help future teachers increase their knowledge of local history; and (c) present a unit that could be easily used in a secondary history course and, with some modifications, could be adapted for elementary and middle school history classrooms.
&quot;My Assessment Didn't Seem Real&quot;: The Influence of Field Experiences on Preservice Teachers' Agency and Assessment Literacy
Author: Clark, J. Spencer
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Student Evaluation,Student Attitudes,Lesson Plans,Case Studies,Interviews,Teaching Methods,Decision Making,Teacher Education,Qualitative Research,Grounded Theory,Discourse Analysis,Knowledge Base for Teaching,Evaluation Methods

To date, there is little or no research that specifically examines assessment literacy in social studies education, or the relationship between preservice teachers assessment literacy and their thinking about their own agency. This article focuses on three preservice social studies teachers who demonstrated a high degree of assessment literacy in their lesson plans, by developing assessments that supported their purpose for teaching social studies and their instructional decisions. The preservice teachers' thinking about their assessment decisions in their field experience classrooms was examined through artifacts, interviews, and reflections. The preservice teachers' thinking demonstrated that their assessment literacy was distinct based upon their views of the teaching profession. The findings from this case study highlight the ways that the authoritative discourses of assessment can influence the agency of preservice teachers. The discussion of findings highlights several implications for social studies teacher education.
The Effectiveness of Multiple Intelligence Applications on Academic Achievement: A Meta-Analysis=Çoklu Zekâ Ögretim Uygulamalarinin Akademik Basari Üzerindeki Etkisi: Bir Meta-Analiz Çalismasi
Author: Yurt, Eyüp
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Multiple Intelligences,Academic Achievement,Meta Analysis,Instructional Effectiveness,Coding,Statistical Analysis

The purpose of this study was to examine the effectiveness of multiple intelligence applications on academic achievement in Turkey. Accordingly, findings of independent research studies aimed to find out effectiveness of multiple intelligence applications are gathered in a meta-analysis. Total of 71 studies, 66 dissertations and 7 articles were included in the meta-analysis meeting the inclusion criteria. Meta-analysis calculations resulted that the multiple intelligence applications have a large and positive effect on academic achievement. It was also revealed that the effect of multiple intelligence applications vary by application period. Thus, as the application period increases, the effect of multiple intelligence application also increases. On the other side, effectiveness of the applications does not vary by; the type of the course, level of the class and the type of the research. Some suggestions made according to the research findings.
The Role of Media in Geography Courses from the Perspectives of Pre-Service Social Studies Teachers
Author: Ayas, Cemalettin
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Studies,Geography Instruction,Preservice Teachers,Pedagogical Content Knowledge,Qualitative Research,Schools of Education,Semi Structured Interviews,Phenomenology,Teaching Methods,Student Attitudes,Teacher Education,Textbooks,Maps

In this article, the authors explore the social studies teacher candidates' understanding of the role of media in geography courses which they took. Qualitative research techniques were used in the study designed using phenomenological pattern. The study was conducted with 134 pre-service social studies teachers at a state university's Faculty of Education, Department of Social Studies Education in the 2013-2014 academic year. Data were collected via semi-structured interview technique. Data of the study were analyzed by using qualitative descriptive analysis. According to results from the analysis, social studies teacher candidates have been accessing the geographical knowledge mostly by means of internet, but they didn't use internet fruitful. Teacher candidates thought that their geography lecturers have not been using media in geography courses adequately. After appointment to teacher profession, they will have used instructional media technologies effectively.
Metaphors and Meaning: Principals' Perceptions of Teacher Evaluation Implementation
Author: Derrington, Mary Lynne
Date: 2013-10-00
Type: Journal Articles
Subjects: Figurative Language,Administrator Attitudes,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Accountability,Educational Policy,Instructional Leadership,Qualitative Research,Rural Schools,Suburban Schools,Standards,Scoring,Teacher Evaluation,Educational Practices,High Schools,Middle Schools,Elementary Schools,Grants,Familiarity,Program Implementation

This Southeastern state was awarded one of the first two Race to The Top (RTTT) grants the U. S. Department of Education funded. A key piece of the state's winning application was a legislative mandate to implement an intensive, quantitative, and accountability driven teacher evaluation system beginning with the 2011-2012 school year. The new law required compliance with far more rigorous minimum standards for frequency, type, scoring, and reporting of teacher evaluations. The relatively quick policy overhaul, coupled with higher-stakes accountability, affected principals' instructional leadership and customary school practice. This multi-site exploratory qualitative study examined fourteen K-12 principals' perspectives. The sites included four high schools, five middle schools, and five elementary schools located in rural and suburban areas.
Cultivating a Doctoral Community of Inquiry and Practice: Designing and Facilitating Discussion Board Online Learning Communities
Author: Hauser, Linda
Date: 2013-10-00
Type: Journal Articles
Subjects: Inquiry,Communities of Practice,Doctoral Programs,Web 2.0 Technologies,Computer Mediated Communication,Blended Learning,Facilitators (Individuals),Group Dynamics,Program Effectiveness,Program Design,Role,Student Responsibility,Teacher Responsibility

This paper presents a promising and powerful approach used to cultivate a doctoral community of inquiry and practice and harness the intelligence, commitment, and energy of all of its members in a blended learning environment. The discussion board online learning community approach was developed to transform a traditional face-to-face doctoral course into a blended learning environment centered in dialogue, inquiry, critical thinking, valuing diversity, collaboration, reflection, and deep and life-long learning. This work benefits instructors and education practitioners who are looking for an effective approach that produces deep learning and develops individual and collective student efficacy and capacity (content, process, and leadership) by creating powerful virtual networks that shift facilitation of discourse and ownership for learning from the instructor to students.
The Role of Personal Ethical Checking in Courageous School Leadership
Author: Buskey, Frederick C.
Date: 2013-10-00
Type: Journal Articles
Subjects: Instructional Leadership,Ethics,Administrator Behavior,Decision Making,Democratic Values,Justice,Administrator Responsibility,Educational Administration

When school leaders make calculated decisions to deviate from hierarchical or cultural directives and norms, they may be viewed as mavericks or brigands. This paper details a process of ethical checking to help differentiate ethical decisions from more arbitrary or self-serving decisions. The paper examines conflicts inherent in many professional codes. We use our model of artistic insubordination (Buskey &amp; Pitts, 2009) as a departure point and examine the relationship between language and steps from Dr. Martin Luther King's direct action model with concepts already found in educational leadership. We use both to develop a process of ethical checking. The process should help school leaders attempting to balance the demands of being administrative leaders, democratic citizens, and human beings (Starratt, 2004).
Discipline Referral Outcomes: Meeting the Needs of Students
Author: Bergh, Bethney
Date: 2013-10-00
Type: Journal Articles
Subjects: Referral,Discipline,Student Behavior,Behavior Problems,Special Needs Students,Needs Assessment,Disproportionate Representation,Recidivism,Intervention,Discipline Policy,School Surveys,Counselor Attitudes,School Statistics,Data Analysis,Administrator Attitudes

In this study, school disciplinary procedures/programs used in response to disciplinary referrals and programs that schools have in place to prevent, intervene, and respond to behaviors that result in suspensions or expulsions from the classroom or school were investigated. The focus of this study was school leaders' concerns regarding the effectiveness of the programs and procedures currently in place within their schools. Identification of programs to address the specific needs of special education students that are used in addition to or separate from the programs used with the general education population was an additional focus. The use of reintegration programs to assist any suspended or expelled student in successfully returning to the classroom or school environment was examined. Students receiving special education services incur a disproportionate number of discipline infractions, and often school remedial behavior programs do not work effectively to change behavior (Losen &amp; Gillespies, 2012; Rose, Monda-Amaya, &amp; Espelage, 2010; Skiba, Peterson, &amp; Williams, 1997).
Contemplating Whitehead's Freedom and Discipline
Author: Jones, Colin
Date: 2007-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Guidelines,Freedom,Theory Practice Relationship,Outcomes of Education,Educational Philosophy,Reflective Teaching,Student Interests,Student Attitudes,Business Administration Education,Curriculum Development,Educational Environment,Teaching Methods,Excellence in Education,Student Centered Curriculum,Case Studies,Assignments,Tests

This paper extends the previous application of Alfred Whitehead's educational ideas to the domain of enterprise education. In doing so, a unique approach to enterprise education is illustrated that links students to their reality whilst also connecting the curriculum to contemporary entrepreneurship theory. The paper reports upon past cycles of reflective practice related to the developing &quot;hic et nunc&quot; teaching and learning framework. Two specific findings of note have emerged. First, that students' learning outcomes are enhanced through the oscillating influence of freedom and discipline. However, in the absence of either factor, suboptimal outcomes are seen to occur. That is, an imbalance between freedom and discipline has resulted in sub-optimal outcomes from either a lack of student interest or an inability to adequately apply acquired knowledge. Where gains have been made, the most obvious process has been through consultation with students. Second, that the students also play an important role in shaping the nature of the learning environments within which they interact. Both findings are of significant importance to all academics charged with the responsibility of developing enterprise education curriculum. The main implication of the paper is that in the absence of sound pedagogical practises, it is possible that enterprise programs may develop a tendency to reinforce past practises. The processes of constructive alignment and criterion-based assessment are argued to offer avenues through which students can influence the educational process. They also provide the educator with a reflective pathway through which continual improvements are constantly possible. This paper provides other academics with a window through which to view the ongoing development of a process that has been recognised nationally for teaching excellence and influenced many fine young entrepreneurs. The paper also draws attention to a set of core educational philosophies that have transferable value to any academic setting. It is noted that the task of developing a learner-centred curriculum for enterprise education has been an entrepreneurial endeavour in itself. Many mistakes have been made and many memorable achievements have been celebrated.
Strategies to Improve Student Reaction to Group Work
Author: Kriflik, Lynda
Date: 2007-00-00
Type: Journal Articles
Subjects: Student Attitudes,Cooperative Learning,Group Activities,Group Dynamics,Foreign Countries,College Students,Evaluation,College Faculty,Program Evaluation,Questionnaires,Peer Evaluation

After receiving negative feedback from students and tutors about their group work experiences in a health subject, strategies to resolve these collaborative learning issues were considered. The objectives were to facilitate student ability to resolve group work issues, highlight group work as an important graduate attribute and to improve perceptions of the benefits of group work. A literature review assisted in identifying several strategies that had been used elsewhere to resolve issues similar to those raised by the students in this study. Consequently a number of support resources were designed for the revised delivery of the subject to the next cohort of students. These included a structured introduction to elements of group work and several strategies to improve the group work experience. At the conclusion of the subject students indicated that the group work experience was of value. The overall response suggested that active tuition in the elements of group work contributes positively to student understanding of both the process and group dynamics.
Building Professional Dispositions in Pre-Service Special Educators: Assessment and Instructional Tactics
Author: Stoddard, Kim
Date: 2007-00-00
Type: Journal Articles
Subjects: Special Education,Preservice Teachers,Teaching Methods,Professional Development,Professionalism,Behavior Rating Scales,Affective Objectives,Teacher Behavior,Intervention,Attitude Change,Student Teacher Attitudes

Teacher preparation programs, in part due to national accreditation mandates, are beginning to examine assessment and instruction of teacher trainees' professional behavior and dispositions more carefully than in the past. The faculty at University of South Florida St. Petersburg developed the Professional Behavior Assessment tool (PBA) for rating levels of competence within six professional behavior domains; punctuality, reaction to supervision, collaboration with colleagues, effort, enthusiasm, and ethical professionalism. Four pre-service teachers (PST) were taught the characteristics of the six domains employing written scenarios and rubrics of the PBA. Initially, the pre-service teachers held very different perceptions than faculty regarding behavior expected within each domain. After instruction the PST's were able to use the PBA to rate scenarios similarly to faculty. Following training, PST's reported better understanding regarding the level of expected professional behavior in the schools. As the semester progressed, faculty noted improvement in pre-service professional behavior in field settings.
Exploring the Use of Focused Freewriting in Developing Academic Writing
Author: Li, Linda Y.
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Freshman Composition,Academic Discourse,Writing Skills,Writing Strategies,Writing Instruction,Writing Across the Curriculum,Writing Assignments,Writing Attitudes,Prompting,Writing Improvement,Self Esteem,Cooperative Learning,Student Empowerment,Teaching Methods,Instructional Design

Focused freewriting, broadly defined as writing without stopping and editing about a specific topic, has been viewed and used as a powerful tool for developing student writing in a wide spectrum of educational contexts. This study aimed to further explore the use of focused freewriting in the context of promoting students' academic skills development, particularly in the area of academic writing. The study was conducted in an intensive writing course provided for students from diverse disciplines during which focused freewriting was employed throughout the entire program to help students develop understanding of academic writing and effective writing strategies. The analysis of student freewriting and student feedback to the course reveals several emerging themes, which highlight the beneficial effects of using focused freewriting as a pedagogical tool in the intensive writing course. The study provides suggestions for utilising focused freewriting as an empowering learning tool beyond the writing class to enhance student learning in the disciplines.
The Power of Mentoring in the Career Preparation of Special Education Administrators
Author: Smith, Cynthia Sonderegger
Date: 2013-10-00
Type: Journal Articles
Subjects: Mentors,Special Education,Administrators,Educational Administration,Administrator Education,Surveys,Program Effectiveness,Attitude Measures,Individualized Education Programs,Elementary Secondary Education

This study examines the mentoring experiences of prospective and beginning special education administrators to determine whether on the job mentoring is a viable method of equipping the prospective and beginning special education administrator with essential knowledge and skills. Three research questions were asked: What is the attainment of knowledge and skills and how does mentor support function for prospective and beginning special education administrators as a result of engagement in a mentoring relationship? Do mentors and protégés agree on the protégé's attainment of knowledge and skills and the level of the mentors' support? Do the attainment of knowledge and skills and the level of mentor support for protégés depend on whether the mentoring relationship is formal or informal? Study findings support mentoring as a critical component in the preparation of administrators in special education.
Supporting Education PhD and DEd Students to Become Confident Academic Writers: An Evaluation of Thesis Writers' Circles
Author: Larcombe, Wendy
Date: 2007-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Academic Discourse,Writing (Composition),Foreign Countries,Pilot Projects,Theses,Self Esteem,Peer Relationship,Student Attitudes,Student Participation,Program Effectiveness

This paper critically evaluates the pilot of a Thesis Writers' Circles program offered to Education PhD and DEd students at the University of Melbourne in semester 2, 2005. The analysis focuses on the needs of those students that were felt to be well-met by this model of support. Broadly, the paper identifies two distinct but inter-related themes: firstly, the challenge of developing writing skills to a level sufficient to meet the demands of preparing a research thesis; secondly, the importance for research higher degree students of building confidence as apprentice academic writers. In relation to the latter theme, the paper identifies the benefits of community participation and peer-collaboration in working towards the aim of consolidating a thesis-writing identity. It is in this capacity, we argue, that thesis writers' circles have distinct advantages compared with other forms of candidature support, making them a valuable supplement to both conventional supervision practices and generic English language and thesis writing programs. The paper affirms the importance not only of equipping international and non-English speaking background (NESB) students with writing tools and strategies, but also of creating opportunities for all postgraduate research students to receive (and offer) non-judgmental feedback on work-in-progress within a discipline-specific learning and discourse community.
Engaging Academics with a Simplified Analysis of Their Multiple-Choice Question (MCQ) Assessment Results
Author: Crisp, Geoffrey T.
Date: 2007-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Student Evaluation,Test Results,Test Construction,Test Items,Formative Evaluation,College Faculty,Psychometrics,Statistical Analysis,Online Surveys,Teacher Surveys,Norm Referenced Tests,Visual Aids,Scores,Graduate Study,Statistical Data,Item Response Theory

The appropriate analysis of students' responses to an assessment is an essential step in improving the quality of the assessment itself as well as staff teaching and student learning. Many academics are unfamiliar with the formal processes used to analyze assessment results; the standard statistical methods associated with analyzing the validity and reliability of an assessment are perceived as being too difficult for academics with a limited understanding of statistics. This inability of academics to apply conventional statistical tools with authority often makes it difficult for them to make informed judgements about improving the quality of the questions used in assessments. We analyzed students' answers to a number of selected response assessments and examined different formats for presenting the resulting data to academics from a range of disciplines. We propose the need for a set of simple but effective visual formats that will allow academics to identify questions that should be reviewed before being used again and present the results of a staff survey which evaluated the response of academics to these presentation formats. The survey examined ways in which academics might use the data to assist their teaching and students' learning. We propose that by engaging academics with a formal reflection of students' responses, academic developers are in a position to influence academics' use of specific items for diagnostic and formative assessments.