ethanporcaro/eric-fulltext-meta huggingface dataset:
The Communication Triad: A Participatory Model for the Scholarship of Teaching and Learning in Communication
Author: Seamon, Marc
Date: 2005-01-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Teaching Methods,Learning Processes,Intellectual Disciplines,Communications,News Media,Research,Professional Occupations,Work Experience,Theory Practice Relationship,Holistic Approach

As an area of research, instructional communication has struggled to map out the role of communication in the teaching process. More recently, the scholarship of teaching and learning (SOTL) movement has emphasized the importance of applying the same systematic, informed rigor in the teaching that educators do in their research pursuits. Both concepts share considerable overlap and stem from the desire to improve education. But how can one advance the SOTL beyond buzzword status and put it into substantive practice? For communication educators, the key to applying scholarly rigor to the improvement of their teaching lies first in embracing all sides of the communication discipline and then in capitalizing on the many similarities between what they are teaching (communication) and the act of good teaching itself. These prerequisites are vital to a full understanding of the discipline and to generating thoughtful questions about how its teaching might be improved. This paper proposes a model that facilitates discipline-wide understanding for communication educators by illustrating the connections between three components of the discipline--(1) professional practice; (2) the classroom; and (3) the research academy. The model suggests that familiarity with each of the three components increases one's purview of the discipline and enables a more thoughtful inquiry into the teaching of communication. (Contains 1 figure.)
Attitudes toward Communication Skills among Students'-Teachers' in Jordanian Public Universities
Author: Ihmeideh, Fathi M.
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Grade Point Average,Negative Attitudes,Attitude Measures,Communication Skills,Public Colleges,Preservice Teacher Education,Student Surveys,Teaching Skills,Knowledge Base for Teaching

The present study was carried out to determine the positive and negative attitudes among 289 students of class teachers and childhood teachers' disciplines using the communication skills attitude scale (CSAS) in Jordanian public universities. GPA, year level of students were recorded. Overall results of study revealed that the mean of positive attitude score was 4.03. The mean of negative attitude scale score was 3.63. There were no significant differences between class teachers and childhood teachers students in their positive and negative attitudes toward communication skills. Students with grade point averages 2 and more have positive attitudes toward communication skills than students with grade point average less than 2. Senior students have high positive and less negative attitudes toward communication skills than sophomore and junior students. (Contains 7 tables.)
Increasing Effectiveness of Strategic Planning Seminars through Learning Style
Author: Yildirim, Nail
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Strategic Planning,Cognitive Style,Seminars,Principals,Administrator Attitudes,Instructional Design,Instructional Effectiveness,Student Characteristics,Professional Development,Questionnaires,Inservice Education

This research tests the effectiveness of taking learning style variables from the Kolb learning model in designing strategic planning seminars. We observe in our research that the participants in the seminar--school principals--positively judge the effectiveness of the seminar. The research also tests the seminar's effectiveness in terms of the appropriateness of the schools' strategic plans. The research finds that the plans are largely successful. The findings indicate that the effectiveness of in-service training seminars increases when the learning styles of the participants are taken into account when planning the seminars. (Contains 6 tables and 1 figure.)
The Models Used by Elementary School Teachers to Solve Verbal Problems
Author: Soylu, Yasin
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Elementary School Teachers,Mathematics Instruction,Models,Problem Solving,Teacher Attitudes,Teaching Methods,Word Problems (Mathematics),Case Studies,Interviews

One of the most important goals of mathematics education is to improve students' problem solving skills, which can only be realized by teachers who are well-trained in this field. In this context, the purpose of the studies on the subject is to investigate the models used by elementary school teachers to solve verbal problems and their opinions in this process. A multiple-case study was conducted for this study which employs the Problem Information Scale comprised of eight open-ended questions. The study sample consists of a total of 100 elementary school teachers. Six of them were selected for individual interviews on the basis of theoretical sampling. The data obtained revealed that the elementary school teachers experienced problems with students aged from 7 to 11 in the use of models to solve verbal problems and they make mistakes by assigning values and replacing variables such as x, y, a with shapes such as, [delta] in the problem equation, instead of using models to solve problems. (Contains 8 tables and 9 figures.)
Training English Language Student Teachers to Become Reflective Teachers
Author: Al-Issa, Ali
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Student Teachers,Reflective Teaching,English (Second Language),Second Language Instruction,Language Teachers,Teaching Methods,Teacher Educators,Student Teacher Supervisors,Teacher Attitudes,Student Attitudes,Teacher Behavior,Teacher Surveys,Student Surveys,Questionnaires,Teacher Role,Educational Strategies

Reflective teaching practice has become a central theme in professional growth at the pre-service teacher education level almost everywhere. English language teaching (ELT) teacher trainers, like any other teacher trainers, have a powerful role to play in fostering reflection in their student teachers through the approaches and strategies they incorporate in their training, which can have implications related to the perceived worth of reflective practice. This quantitative study describes the responses of 90 final-year ELT student teachers and eight of their trainers at Sultan Qaboos University in the Sultanate of Oman, to a survey about the roles, approaches and strategies used to help the student teachers to reflect on their teaching. The results show that while the trainers have helped their student teachers to develop as reflective teachers, there are certain practices and aspects adopted by the trainers that need to be reconsidered, as they can have negative implications for teacher preparation. (Contains 10 figures.)
Cross-National Comparisons of Background and Confidence in Visual Arts and Music Education of Pre-Service Primary Teachers
Author: Russell-Bowie, Deirdre
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Visual Arts,Student Attitudes,Art Education,Elementary School Teachers,International Education,Comparative Education,Cross Cultural Studies,Teacher Characteristics,Student Characteristics,Preservice Teacher Education,Preservice Teachers,Teacher Attitudes,Teacher Background,Teacher Surveys,Student Surveys,Questionnaires,Comparative Analysis

This paper reports the findings of a study on pre-service teachers' background and confidence in music and visual arts education. The study involved 939 non-specialist pre-service primary teachers from five countries. Initially the paper identifies the students' perceptions of their background and confidence in relation to music and visual arts education. Secondly it examines any differences between the visual arts and music education background and confidence of Australian students and those from the other four countries. Results indicated that 25% of the subjects agreed or strongly agreed that they had a good background in music education and 16% indicated that they had a good background in visual arts education. In relation to confidence, 56% of the respondents indicated they felt confident teaching visual arts and 50% felt confident teaching music. There were also significant differences between countries in relation to background and confidence in the two art forms. (Contains 6 tables.)
The Dynamics of Emergent Self-Organisation: Reconceptualising Child Development in Teacher Education
Author: Kim, Minkang
Date: 2010-07-00
Type: Journal Articles
Subjects: Teacher Education,Child Development,Developmental Stages,Piagetian Theory,Social Theories,Cognitive Psychology,Systems Approach,Nature Nurture Controversy

For more than half a century, child development has endured as one of the main components of teacher education. But if children do develop, as developmentalists claim, what precisely is it that develops and how? Traditionally, within education, answers to these questions have drawn heavily on the theories of Jean Piaget and Lev Vygotsky. Piaget advocated the progressive development of reasoning through identifiable linear phases or stages. Vygotsky emphasised the role of cultural mediation, whereby the child internalises the habits of mind of his/her social group. More generally within cognitive psychology, development has been attributed to the interaction of two distinct causes--nature and nurture--and the developmental process has been viewed as being linear, progressive, and incremental, guided by some inner mechanism of design; by schemas or genetic blueprints acting as programs in the mind. According to the Dynamic Systems Approach (DSA), however, there are no programs or blueprints and no teleological design. Instead, human development is the results of non-linear emergent self-organisation; a holistic process that rejects the dualisms of nature/nurture, perception/cognition and mind/brain associated with traditional theory. This very different account of development calls for a reconceptualisation of child development theory in teacher education. Our paper attempts to move some way in that direction. (Contains 9 notes.)
Casualties of Schooling? 18 to 22 Year Old Students in a Tertiary Bridging Program
Author: Whannell, Robert
Date: 2010-08-00
Type: Journal Articles
Subjects: Transitional Programs,Postsecondary Education,College Students,Nontraditional Students,Student Characteristics,Learner Engagement,Coping,Academic Achievement,High School Students,Readiness,Teacher Student Relationship,Family Relationship,Peer Relationship,Psychological Patterns,Cognitive Development,Social Theories,Educational Theories,Foreign Countries

A sample of 81 students between the ages of 18 and 22 years in a tertiary bridging program at a regional university completed a questionnaire examining how demographics, social context, academic engagement and the ability to cope with the curriculum complexity influenced academic success in high school and adversely affected their preparedness for tertiary study. The demographics of the study participants, including socio-economic status, private/public school attendance and first in family to attend university were such that the study participants could not be considered to be members of a disadvantaged group. The study supports the hypothesis that a number of the study participants are casualties of their schooling and their poor long term academic performance at high school occurred due to poor student-teacher relationships with associated poor academic engagement. The implications for educational pedagogy for educators in tertiary bridging programs are discussed. (Contains 10 tables and 6 figures.)
Sustaining Productive Collaboration between Faculties and Schools
Author: Sim, Cheryl
Date: 2010-08-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,College School Cooperation,Partnerships in Education,Communities of Practice,Preservice Teachers,Teacher Educators,Experienced Teachers,Cooperating Teachers,Professional Development,Foreign Countries

Work integrated learning which is terminology now very familiar to all universities' faculty members, has always been integral to initial teacher education programs. As a result of the complexities involved in this field, building effective partnerships with schools continues to be a major focus of education faculties. These complexities around a partnership between two very different institutional contexts require negotiating a relationship that is of value to all involved. The concept of communities of practice can provide a framework to establish the collaboration needed. The Australian Commonwealth government conducted in 2007 a national inquiry into the effectiveness of the teacher education programs in Australia (Commonwealth of Australia, 2007). One of the recommendations from the inquiry was to provide funds directly to Education faculties to assist in the improvement of the professional experience (or practicum) component of teacher education courses. This paper describes and examines a project that was funded and implemented in 2009. Project Supervision aimed to develop professional development materials for school supervisors/mentors. The process to achieve this was designed by the author around a community of practice involving teachers--both experienced and preservice--and teacher educators. (Contains 2 tables.)
Bibliotherapy Use by Welfare Teams in Secondary Colleges
Author: Harvey, Pam
Date: 2010-08-00
Type: Journal Articles
Subjects: Foreign Countries,Bibliotherapy,Secondary Schools,Urban Areas,Adolescents,Chronic Illness,Reader Text Relationship,Health Promotion,Teamwork,School Nurses,Social Services,Librarians,Secondary School Teachers,Young Adults,Fiction,Adolescent Literature,Story Telling,Story Reading

Bibliotherapy--the use of books to heal--is a concept that dates back to the time of the philosopher Aristotle who believed that literature had healing effects and that reading fiction was a way of purging illness. But how is bibliotherapy practiced now in secondary schools? This study investigates bibliotherapy use in a regional Australian city with adolescents who have chronic illness. It explores the responses of members of welfare teams (welfare co-ordinators, school nurses and teacher-librarians) within secondary schools to questions on how books are used with students experiencing issues. Findings indicate that although bibliotherapy practice is not a formal process within schools, its central phenomenon of a reader forming a relationship with a book and then changing in some significant way as a result is a concept that most participants understood and attempted to utilize with the students in their care. (Contains 1 table.)
Towards a Classroom Pedagogy for Learner Autonomy: A Framework of Independent Language Learning Skills
Author: Reinders, Hayo
Date: 2010-08-00
Type: Journal Articles
Subjects: Independent Study,Personal Autonomy,Learning Processes,Second Language Instruction,Teaching Methods,Teaching Models

In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford & Pachler, 2007; Benson, 2000; Breen, 2001; Conacher & Kelly-Holmes, 2007). However, in practice it is not always clear how to support learners in this role, and how to ensure they are ready to assume it. This paper explores some of the teaching aspects related to the development of learner autonomy and proposes a framework of skills that could be used by teachers as a guide to increasing learner responsibility. Although this framework was developed in the context of language education, its underlying theories apply to all educational settings. (Contains 3 figures and 1 footnote.)
Examining Perspectives of Entry-Level Teacher Candidates: A Comparative Study
Author: Liu, Ping
Date: 2010-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Career Choice,Foreign Countries,Comparative Analysis,Preservice Teacher Education,Teacher Role,Student Teacher Attitudes,Goal Orientation,Higher Education,Teacher Student Relationship,Cultural Influences,Elementary Education,Student Characteristics,Student Surveys

This study examines entry-level teacher candidates on career choice, professional goals and view on a teacher's role. The candidates were enrolled in two elementary teacher education programs in the People's Republic of China and the United States of America. A total of 66 participants responded in writing to three questions about why they decided to become a teacher, what they wanted to accomplish as a teacher, and how they viewed the role of a teacher. Major differences were found between these groups in their responses to the first two questions but the participants used similar terms to describe a teacher's role. Characteristics of these participants are highlighted and discussed, and educational implications on teacher education career preparation, teacher/student relationship and impact of cultures and policies are provided. (Contains 9 figures.)
"Use-It-or-Lose-It"? Interrogating an Educational Message from Teen Brain Research
Author: Payne, Monica A.
Date: 2010-08-00
Type: Journal Articles
Subjects: Early Adolescents,Brain,Cognitive Development,Cognitive Science

Recent neuroimaging research has encouraged a fundamental shift in psychological thinking about cognitive development in adolescence. Challenging the existing view that early childhood was the most critical period for intellectually hard-wiring the brain, findings led researchers to speculate that early adolescence might be the more important use-it-or-lose-it period. Despite cautions from critics and some neuroscientists themselves, the new story seems to be following its predecessor in acquiring the status of hard fact. An eclectic sampling of texts examines possible implications of the penetration of this hypothesis into educational discourse. Elements of classism and adultism are identified, and considered with reference to contemporary understandings of adolescence as a period when lifelong habits and lifestyles are established.
Fostering Nonverbal Immediacy and Teacher Identity through an Acting Course in English Teacher Education
Author: Ozmen, Kemal Sinan
Date: 2010-10-00
Type: Journal Articles
Subjects: Preservice Teacher Education,English Teacher Education,Language Teachers,Teacher Education Programs,Teacher Effectiveness,English (Second Language),Nonverbal Ability,Self Concept,Drama,Second Language Instruction,Second Language Learning,Foreign Countries,Teacher Competencies,Teaching Methods

This research study focuses on integrating acting theories in pre-service English teacher education so as to improve nonverbal immediacy behavior and to contribute to the development process of teacher identity. Studies on incorporation of acting literature into teacher education provide educators with some significant findings clearly indicating that certain teacher competences can be fostered effectively by benefiting from acting theories and practices. While focusing on different aspects and competences of the teaching profession, these studies are in a general accord with the idea that teacher education programs should give more attention to actor preparation theories and techniques so as to promote effective teaching at all levels of instruction. The results indicate that the nonverbal immediacy behavior of pre-service teacher trainees improved significantly via an acting course for teachers. Also, prospective teachers displayed a remarkable development in constructing their professional identities. (Contains 1 table and 2 figures.)
Evaluating an English Language Teacher Education Program through Peacock's Model
Author: Coskun, Abdullah
Date: 2010-10-00
Type: Journal Articles
Subjects: English Teacher Education,Teacher Education Programs,Program Evaluation,College Faculty,Student Teachers,Student Attitudes,Teacher Attitudes,Linguistic Competence,Teacher Competencies,Foreign Countries

The main aim of this study is to draw attention to the importance of program evaluation for teacher education programs and to reveal the pre-service English teacher education program components that are in need of improvement or maintenance both from teachers' and students' perspectives by using Peacock's (2009) recent evaluation model in a Turkish university context. The study is based on the data collected from teachers and fourth year student teachers who have had experience with the new teacher education program initiated by Higher Education Council (HEC) in 2006-2007 academic year. The data collected by means of questionnaires and interviews revealed that although participating teachers and student teachers have similar views about some program components, they hold different ideas about the balance among linguistic and pedagogic competences in the program. While teachers believe that the program does not suffice to improve student teachers' linguistic competence, student teachers think that the pedagogic side of the program needs to be improved.
The Interconnectedness of the Roles of Mentors and Mentees in Pre-Service Teacher Education Mentoring Relationships
Author: Ambrosetti, Angelina
Date: 2010-10-00
Type: Information Analyses
Subjects: Preservice Teacher Education,Role,Mentors,Student Role,Preservice Teachers,Influences,Interpersonal Relationship,Stereotypes,Literature Reviews

This review of the research literature focuses on the interconnectedness of the roles of mentor teachers and pre-service teachers. In order to examine the interconnectedness of mentors and mentees, the paper firstly delves into what mentoring is and what contextual factors influence mentoring in pre-service teacher education. It then examines the research literature on mentors and mentees and the roles they undertake in a mentoring relationship. Emerging from the examination of the roles is identification of how the relationship functions with regard to the mentor and mentee who work together to achieve specific goals. The paper highlights the fact that limited research has examined mentor and mentees as interconnected partners in mentoring relationships. The paper outlines how the mentoring relationship participants can actively participate and interact. In conclusion, the paper provides a definition for mentoring that embraces essential mentoring components for pre-service teacher education contexts. (Contains 5 figures.)
The Construction of Education as an Area of Study at Murdoch University: 1974-2003
Author: Gardiner, Di
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Schools of Education,Influences,Models,College Role,Educational Development,Educational History

This paper is concerned with the extent to which both structural and agency factors were at play in the establishment and maintenance of an innovative model of Education Studies at Murdoch University in Western Australia, from the mid 1970s to 2003. Regarding structural factors, the fact that the University was established as one of a number of &quot;new&quot; universities on the national scene, with a brief to break out of the curricular traditions of the established universities, meant that there was latitude for the adoption of new curriculum structures in outlining the parameters of Education Studies. However, it required the agency of Brian Hill, the Foundation Professor of Education, to make this happen. The paper outlines how the nature of the model that eventuated was largely a transfer of models which Hill witnessed both in North America and within Australia and which he adapted to local conditions, seeking in the process to bring about what he considered to be an improved composite version based on his professional experience in a number of universities. (Contains 2 figures.)