ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Investigations in Promoting Inquiry-Based Science Education in Ireland
Author: Kennedy, Declan
Date: 2014-09-00
Type: Journal Articles
Subjects: Science Education,Inquiry,Foreign Countries,Secondary School Students,Science Curriculum,Course Descriptions,Surveys,Science Teachers,Science Laboratories,Direct Instruction,Science Instruction,Science Experiments,Teaching Methods

This paper describes recent developments in Ireland to promote a greater interest in science among students in the 12-15 age group by means of practical work involving Inquiry Based Science Education (IBSE). The tasks, know as Investigations, are a component of the assessment of the subject Science which is studied as part of the Junior Certificate examination for 15 year-old students. The introduction of Investigations has been one of a number of responses to the 2002 report of a government Task Force on the Physical Sciences, set up to consider the problems facing the teaching of the physical sciences in second-level schools in Ireland. This report has resulted in rapid reform of the science curriculum at both junior and senior secondary school level. Whilst practical work has a long and varied history in science education in Ireland, it was only in 2003 that practical work became compulsory with the introduction of a new Junior Certificate science syllabus for students in the 12-15 year old age group. The paper describes the two types of practical work introduced in the syllabus and discusses the results of a survey carried out by the Irish Science Teachers' Association to ascertain the response of teachers to this practical work and the role of Investigations in promoting IBSE in Ireland.
In-Service Turkish Elementary and Science Teachers' Attitudes toward Science and Science Teaching: A Sample from Usak Province
Author: Turkmen, Lutfullah
Date: 2013-12-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Elementary School Teachers,Science Instruction,Measures (Individuals),Student Centered Curriculum,Teaching Methods,Gender Differences,Science Achievement,Socioeconomic Influences,Reliability,Statistical Analysis,Foreign Countries

The purpose of this study is to reveal Turkish elementary teachers' and science teachers' attitudes toward science and science teaching. The sample of the study, 138 in-service elementary level science teachers from a province of Turkey, was selected by a clustered sampling method. The Science Teaching Attitude Scale-II was employed to measure the attitudes of the teachers. It was found that in-service elementary level and science teachers had positive attitudes toward science and science teaching. They accept scientific theories as uncertain changeable truths while scientific laws are perceived as unchangeable certain truths. They also have problems in understanding the acquisition of scientific knowledge either from observations and experiments or from authorities. For science teaching, they agree on the use of a student-centered approach for teaching science courses. On the other hand, they strongly support a teacher-centered approach at the same time. The means of the sub-scales of STAS-II in this study showed very strong similarities to the previous studies that used STAS-II in Turkish context.
The Effect of Learning the History of Physics on the Scientific Epistemological Beliefs of Pre-Service Teachers
Author: Tanel, Zafer
Date: 2013-09-00
Type: Reports - Research
Subjects: Foreign Countries,Science History,Physics,Science Education,Epistemology,Preservice Teachers,Science Teachers,Student Attitudes,Pretests Posttests,Questionnaires,Mixed Methods Research,History Instruction,Outcomes of Education,Quasiexperimental Design,Structural Equation Models,Factor Analysis,Semi Structured Interviews

This study examined the effect of learning the history of physics on the epistemological beliefs of pre-service physics teachers. The research was conducted with 25 pre-service physics teachers using a single-group pre-test/post-test experimental model. The quantitative data of the research were collected using the Turkish version of the Scientific Epistemological Views Questionnaire (SEVQ). The qualitative data of the research were collected through interview questions that were suitably prepared for the sub-domains of the SEVQ. In addition, in the post-interview, the students were asked what they had gained from the course. The quantitative analysis of the research was performed by using the K-S Test for Normality and Wilcoxon Signed Rank Test. The data obtained from the interviews were evaluated according to the descriptive analysis method and the data results were converted into quantitative data by using an interview analysis rubric. It was seen from the evaluation of data prior to and following a period of instruction that learning about the history of physics positively contributed to the views of pre-service teachers regarding the interaction and communication of scientists in the process of developing scientific knowledge. All of the results obtained have been interpreted in detail and presented in the present work.
Meeting Student Needs in the Freedom Writers Movie: An Activity in a Classroom Management Course
Author: Tanase, Madalina
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Needs,Preservice Teacher Education,Films,Educational Philosophy,Reflection,Educational Strategies,Mastery Learning,Personal Autonomy,Classroom Techniques,Essays,Student Attitudes,Teaching Methods,Student School Relationship,Consciousness Raising,Qualitative Research,Personal Narratives

The study described in this paper explored the understanding pre-service teachers' have of PK-12 student needs (i.e. Belonging, Mastery, Independence, and Generosity) and the importance of meeting these needs in a climate of Invitational Education. 71 undergraduate teacher education candidates enrolled in a Classroom Management course at a mid-sized Southeastern university in the U.S, learned about the Circle of Courage. This included viewing the movie Freedom Writers to focus of on how this philosophy was incorporated in the movie. Following the viewing, the participants wrote an essay about the significance of meeting these student needs. This activity enabled the participants to link theory to practice, as it prompted them to take a reflective stance, identify some of the strategies they witnessed in the movie, and evaluate how these might benefit their future students.
Measuring Inviting School Climate: A Case Study of a Public Primary School in an Urban Low Socioeconomic Setting in Kenya
Author: Okaya, Tom Mboya
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Socioeconomic Background,Case Studies,Urban Areas,School Surveys,Educational Environment,Educational Policy,Physical Environment,Educational Practices,School Activities,Questionnaires,Grade 8,Elementary Schools,Teacher Attitudes,Student Attitudes,Employee Attitudes,Institutional Characteristics,Mixed Methods Research

The present study utilized the Inviting School Survey-Revised (ISS-R) (Smith, 2005b, 2013) based on Invitational Theory and Practice (Purkey &amp; Novak, 2008) to examine the school climate of a public primary school in a low urban socio-economic setting in Kenya. School climate was defined as the perceptions of primary school teachers and pupils in five areas: People, Places, Processes, Policies, and Programs, based on the Invitational theory and Practice paradigm. Results showed that the overall school climate of Raduce primary school was inviting in many areas. The current study revealed that in spite of the challenges facing a public school in an urban low socio-economic setting, it is possible with inviting policies, programs, processes, and people, to realize positive academic achievement with students.
The Basic Tenets of Invitational Theory and Practice: An Invitational Glossary
Author: Shaw, Daniel E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Glossaries,Educational Theories

A review of the literature which concentrates on Invitational Theory and Practice (ITP) has revealed an inconsistent and oft times confusing or contradictory use of named concepts, labels, phrases, wordings, definitions, and other such titles of major ITP principles (Shaw and Siegel, 2010). Presented in a glossary type format, the purpose of this article is to identify and define the basic tenents of Invitational Theory and Practice (ITP). Additionally, this glossary is proposed as the accepted standard for the various concepts and terminologies used to describe and or explain ITP in a consistent manner for application across a variety of disciplines and settings.
The Sixth &quot;P&quot;--Politics
Author: Fink, Dean
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Theories,Educational Change,Politics of Education,Change Strategies,Guidelines,School Culture,Teacher Collaboration,Trust (Psychology),Teacher Participation,Communities of Practice,Advisory Committees,Pilot Projects,Instructional Leadership,Institutional Mission,Position Papers,Boards of Education,Strategic Planning

Invitational theory presents the concept of invitations as related to five factors: people, places, policies, programs, and processes (Purkey &amp; Schmidt, 1990). In this article, the author proposes the addition of a sixth &quot;P,&quot; politics. The assumption is that without addressing the political aspect of schools and school systems, success of the invitational model with the other five dimensions is undermined or negated at best. Fifteen guidelines for thinking politically and incorporating the sixth &quot;P&quot; into the invitational process are presented.
Factors Affecting Students' Information Literacy as They Transition from High School to College
Author: Varlejs, Jana
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Literacy,High School Students,High School Graduates,Information Skills,Librarians,Librarian Teacher Cooperation,Role,College Freshmen,Summative Evaluation,School Libraries,Scores,Cooperation,Reports,Writing Assignments,Bibliographies,Assignments,Budgets,Educational Resources,Educational Attainment,Enrollment,Interviews

Despite the considerable attention paid to the need to increase the information literacy of high school students in preparation for the transition to college, poor research skills still seem to be the norm. To gain insight into the problem, library instruction environments of nineteen high schools were explored. The schools were selected based on whether their graduates did well or poorly on information-skills assignments integrated in a required first-year college course. The librarians in the nineteen schools were asked to characterize their working relationships with teachers, estimate their students' information-literacy achievement, and provide data on their staffing and budgets. Findings suggest that school librarians are seldom in a position to adequately collaborate with teachers and that their opportunities to help students achieve information literacy are limited.
What Do Stakeholders Know about School Library Programs? Results of a Focus Group Evaluation
Author: Everhart, Nancy
Date: 2014-00-00
Type: Journal Articles
Subjects: Focus Groups,Stakeholders,School Libraries,Library Services,Library Research,Institutional Advancement,Group Discussion,Parent Attitudes,Teacher Attitudes,Professional Associations,Administrator Attitudes,Feedback (Response),Participant Satisfaction,Library Development,Interviews

Supporting the &quot;Infrastructure Needs of 21st Century School Library Programs,&quot; also known as the Pennsylvania School Library Project, was a one-year project conducted in Pennsylvania to better identify and understand what stakeholders--teachers, administrators, parents, school and community leaders, and education associations--expect from school library programs to educate tomorrow's citizens. The project team gave presentations to four focus groups throughout the Commonwealth; during the focus group sessions stakeholders engaged with research and data about the impact of school library programs in Pennsylvania. The focus group members' feedback was sought to build awareness and support, and, through consensus-building activities, clarify which components of the school library program infrastructure they valued most. A formal external evaluation of the focus groups found that reaching out to stakeholders in an organized, purposeful way, and not in a crisis mode, garnered substantial support for school libraries and school librarians. Inviting stakeholders to learn about the research of the profession in a professional and inclusive environment allowed them to thoughtfully reflect on school libraries' value and become school library champions.
College Ready--What Can We Learn from First-Year College Assignments? An Examination of Assignments in Iowa Colleges and Universities
Author: Donham, Jean
Date: 2014-00-00
Type: Journal Articles
Subjects: College Readiness,College Freshmen,Assignments,Postsecondary Education,College Programs,Information Literacy,Academic Discourse,Learner Engagement,Library Role,Course Evaluation,Course Content,Content Analysis,Qualitative Research,High Schools

College readiness has several dimensions, but of particular import is readiness to produce scholarly work that meets the expectations of college instructors. Differences from high school and college are well documented in the literature, and this study adds to that body of work by delineating the characteristics of first-year college assignments through a qualitative analysis of college faculty assignment instructions. Three themes emerge from the analysis: information literacy, especially initiating inquiry; academic writing, especially citing evidence in support of a thesis; learner dispositions, especially curiosity, open-mindedness, self-reliance, and perseverance. Findings have implications for high school library programs and high school teachers as well as librarians working with first-year college students.
The Transformative Power of Taking an Inquiry Stance on Practice: Practitioner Research as Narrative and Counter-Narrative
Author: Ravitch, Sharon M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Inquiry,Global Approach,Teacher Researchers,Educational Research,Personal Narratives,Theory Practice Relationship,Research Projects,Power Structure,Local Issues,Transformative Learning,Research Methodology,Teaching (Occupation),Urban Education

Within the ever-developing, intersecting, and overlapping contexts of globalization, top-down policy, mandates, and standardization of public and higher education, many conceptualize and position practitioner research as a powerful stance and a tool of social, communal, and educational transformation, a set of methodological processes that generate local, contextualized, stakeholder-driven data upon which more critically informed decisions, strategies, policies, and initiatives can be cultivated, shared, and made public. This commentary seeks to first introduce a new practice for this journal in which each issue includes a central article or commentary intended to be generative for readership (academia, K-12 education, policy makers, parents, and students); and second to clarify the value of practitioner research for: (1) Generating local, practice-based knowledge that is deeply contextualized and meaningfully embedded in a specific milieu; (2) The construction of practice-based narratives that can be viewed and engaged with as a counter-hegemonic way of thinking about and approaching theory-research-practice-policy connections and integrations; (3) The development of individual and collaborative research projects that push against traditional expert-learner dichotomies which can serve to re-inscribe power asymmetries and support structural oppression; (4) The transformative possibilities of local research that works from decidedly relational, contextualized, person-centered and equity-oriented perspectives and methodologies; and (5) Contributing to an understanding of the methodological approaches that help practitioners cultivate the knowledge, skills and dispositions that support and generate taking an inquiry stance on practice. The two goals for this piece--creating dialogue and inquiry across communities while foregrounding the generative nature and value of practitioner research within and across fields--are connected and together speak to the changing nature and roles of research within and across multiple fields. In the remainder of this piece the author shares current conceptualizations of practitioner research, and discusses the central role of practitioner research in the broader context of an inquiry stance.
A Racio-Economic Analysis of Teach for America: Counterstories of TFA Teachers of Color
Author: Lapayese, Yvette V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Minority Group Students,Achievement Gap,Federal Programs,Racial Bias,Teacher Recruitment,Minority Group Teachers,Program Effectiveness,Nontraditional Education,Economically Disadvantaged,Educational Theories,Interviews,Teacher Attitudes,Knowledge Level,Race,Power Structure,Experience,Whites,Educational Policy,Court Litigation,Social Bias,Focus Groups,Economic Factors

This article discusses Teach for America (TFA), one of the alternative education programs of the U.S. Department of Education designed to address the achievement gap of students of color in the country. Topics explored in this research include issues of racism and race in the recruitment and support of its teacher corp; how TFA educators of color perceive the impact of alternative teaching programs in economically disenfranchised communities of color; the function of counterstories in the education; and the interest-convergence theory in education. Interviews were conducted with TFA teachers of color to capture their counterstories in terms of: (1) knowledge and beliefs about race, power and education, (2) information on the participant and her/his experiences in the program, and (3) perception of the program&apos;s impact in economically disenfranchised communities of color. Results showed that TFA effectively benefits the economic and racial interests of Whites. Organizational policy recommendations are made to inspire some much needed dialogue and change regarding TFA&apos;s racial practices as an organization upholding White interests.
Principal Efficacy: Implications for Rural &quot;Grow Your Own&quot; Leadership Programs
Author: Versland, Tena M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Principals,Recruitment,Mentors,College School Cooperation,Partnerships in Education,Rural Schools,Social Isolation,Interpersonal Relationship,Self Efficacy,Administrator Education,Labor Turnover,Labor Supply,Interviews,Personnel Selection,Teacher Attitudes,Supervisors,Leadership Training,Qualitative Research

Although &quot;grow your own&quot; principal preparation programs have become a popular method for recruiting and selecting administrator candidates for hard to fill positions in both urban and rural schools, &quot;grow your own&quot; principal candidates in rural contexts may be more vulnerable to the phenomenon of loss of self-efficacy. This study suggests that conditions related to candidate recruitment, social isolation, changing relationships with former colleagues, and lack of mentoring support can negatively affect aspiring principals' beliefs and ultimately actions in leading rural schools. This study examines the loss of self-efficacy phenomenon, and suggests how university/school district partnerships might work to develop effective recruitment, support, and mentoring practices for rural &quot;grow your own&quot; candidates.
&quot;I'm Not a Bystander&quot;: Developing Teacher Leadership in a Rural School-University Collaboration
Author: Eargle, Jeffrey C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Rural Schools,Faculty Development,Teacher Leadership,College School Cooperation,Case Studies,Mentors,Educational Change,Social Studies,Interviews,Partnerships in Education,Qualitative Research,Personal Narratives,Teacher Educators,Methods Courses

Rural teachers need ongoing, flexible professional development designed to encourage collaboration and curriculum development. Furthermore, rural school reform requires successful collaborations between schools and colleges to create leaders within schools. Therefore, this case study is a program review that investigates how social studies teachers at Timberwood High School, a rural high school in the American southeast, are emerging as teacher leaders through a school-university partnership to improve their practice, mentor pre-service teachers, and generate reform. Interviews were conducted with members of the social studies department, all of whom were involved in the project. The findings indicate that the school-university partnership encouraged experimentation with new strategies, stimulated reflective practices and teacher growth, and created a more cohesive social studies department. However, while it was evident that teacher leadership did develop through the process, traditional school norms of egalitarianism and structural hierarchy prevented teachers from fully embracing their roles as teacher leaders. Study findings suggest that rural administrators and rural school-university partnerships must focus on developing teacher leaders to initiate school reform and grow professionally.
Common Challenges Faced by Rural Principals: A Review of the Literature
Author: Preston, Jane P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Literature Reviews,Principals,School Administration,Rural Schools,Barriers,Administrator Role,Indigenous Knowledge,Educational Resources,Gender Discrimination,Accountability,Educational Change,Foreign Countries,Content Analysis,Professional Development

Within this article, we thematically present common challenges associated with the role of the rural principal. In this literature review, we delimit our search to work published from 2003-2013. A limitation of this study is that it represents data predominantly from American, Canadian, and Australian rural settings, restricting a global applicability of results. Findings highlight that many rural principal candidates face a hiring disadvantage if they do not have a historical connection with the community advertising a position. Additional challenges include juggling diverse responsibilities, lack of professional development and resources, gender discrimination, and issues surrounding school accountability and change. This information is beneficial for researchers, policymaker, senior educational leaders, principals, vice-principals, teachers, parents, and community members interested in school leadership within rural communities. We conclude that to be successful, rural principals must be able to nimbly mediate relations within the local community and the larger school system.