ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Perceptions of How They Influence Student Academic Performance in VCE Physical Education
Author: Whittle, Rachael J.
Date: 2018-02-00
Type: Journal Articles
Subjects: Teacher Attitudes,Physical Education,Secondary School Students,Teacher Student Relationship,Academic Achievement,Focus Groups,Semi Structured Interviews,Classification,Pedagogical Content Knowledge,Social Influences,Teacher Effectiveness,Secondary School Teachers,Faculty Development,Preservice Teachers,Foreign Countries,Physical Education Teachers,Qualitative Research,Educational Practices

This research explored teacher perceptions of how they influence academic performance of Victorian Certificate of Education (VCE) Physical Education students. VCE Physical Education teachers (n = 37) from 31 secondary schools in Victoria, Australia participated in a qualitative study using focus groups with a semi-structured interview schedule. Recorded focus group discussions were transcribed verbatim, coded and analysed (NVivo 11). A social-ecological model was used to categorise emergent themes. At the individual level teachers perceived content knowledge, expectations, passion and enthusiasm, pedagogical content knowledge and use of reflective practices to inform teaching as key factors influencing student academic performance. Social level influences identified were positive student-teacher relationships and student access to the teacher outside of class time. The emergent themes highlight the teacher perceptions of the key factors of effective teaching in this context. Professional learning opportunities to improve effectiveness of pre-service and in-service teachers of senior-secondary physical education are discussed.
Issues Arising from the Use of University Ilectures: A Case Study of One Australian Campus
Author: Dobinson, Toni J.
Date: 2018-02-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Web Based Instruction,Lecture Method,Computer Mediated Communication,Case Studies,Qualitative Research,Online Surveys,Outcomes of Education,Attendance,Student Attitudes,Technology Uses in Education,Semi Structured Interviews,College Faculty,Teacher Attitudes,Integrated Learning Systems,Observation

Australian universities have moved towards greater reliance on technology as a learning tool. The use of podcasts or recorded lectures (sometimes called ilectures) is now common practice in both on-campus and online modes. Using a qualitative approach to data collection which included recorded interviews, an online survey of open-ended questions and the researcher's own reflections on using ilectures, this study investigated 1) the impact of ilectures on the teaching and learning practices of both academics and students 2) student attendance in recorded lectures and 3) the responses of lecturers and students to being recorded. Findings highlighted a mix of reactions to, and experiences with, the ilecture learning tool, underscoring the need for lecturers and students to receive guidance in its use and for those driving the use of this technology to be fully mindful of the impact such a tool can have on teaching and learning.
Why Do You Work with Struggling Students? Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms
Author: Brunzell, Tom
Date: 2018-02-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,Case Studies,Elementary School Teachers,Foreign Countries,Well Being,Teacher Student Relationship,Trauma,Qualitative Research,Semi Structured Interviews,Values,Work Attitudes,Motivation

This study contributed new findings to the construct of meaningful work (MW) and negative impacts on MW. In other professional samples, finding meaning in work has been shown to be an effective buffer when facing workplace adversity. However, prior investigation has neither identified nor explored the specific sources and mechanisms of meaningful work that teachers derive from educating trauma-affected students. Within a cross-sectional sample of primary and secondary teachers (N = 18) working in trauma-affected classrooms, two interrelated sources of MW: (1) practice pedagogy and (2) teacher well-being were further analysed for discussion via Rosso, Dekas, and Wrzesniewski's (2010) four mechanisms of MW (i.e., individuation, self-connection, contribution, and unification). These findings argue for the new development of trauma-informed pedagogies that both (1) enable teachers to redress the complex and unmet needs of students and (2) incorporate domains of meaning that teachers bring to their trauma-affected work.
The New ICE-Age: Frozen and Thawing Perceptions of Imagination
Author: Hatt, Blaine E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Imagination,Experiential Learning,Creativity,Hermeneutics,Phenomenology,Pervasive Developmental Disorders,Autism,Parent Child Relationship,Teacher Student Relationship,Learning Experience,Creative Thinking,Personal Narratives,Educational Principles

The article examines the importance of imagination in adult-child relationships in 21st-century experiential learning, where ICE is an acronym for Imagination Creativity Education. It explores, through hermeneutic phenomenology, the impact of imagination in the life-experiences of three school-aged children through the wonder of toying, through shining new light on the autism spectrum, and through the debilitating effect of unbridled imagination. Life-experience is recognized as a foundational principle of imagination, and imagination is recognized as the catalyst for creative inquiry. The article discusses the vocative voice in children that calls out in its vulnerability to educators to act with appropriate, intentional, and responsible pedagogical relationality. The article concludes by highlighting the impact that imagination potentially holds for the future of education.
Modelling and Fostering Creativity: Two Post-Secondary EAL Teachers&apos; Journey
Author: Fischer, Brett
Date: 2018-00-00
Type: Journal Articles
Subjects: Creativity,Creative Development,Team Teaching,Active Learning,Student Projects,English Language Learners,Creative Teaching,English for Special Purposes,Foreign Countries,College Students,College Faculty,Postsecondary Education

Scholarly literature is replete with suggestions for fostering creativity in both teachers and students; however, few articles exist where practitioners appraise these methods and generate theories of their own. After a semester of team teaching using a creative project-based learning (PBL) approach, we reviewed, through a mutual interview process, the theory that underpinned and resulted from our experiences in our English language learning (ELL) classrooms. Our experience with this approach confirmed previous findings on creative teaching, but also included unanticipated challenges and benefits, such as a greater need for feedback and an increased sense of empowerment and ownership in our students.
A Reconsideration of Social Innovation: Drama Pedagogies and Youth Perspectives on Creative and Social Relations in Canadian Schooling
Author: Gallagher, Kathleen
Date: 2018-00-00
Type: Journal Articles
Subjects: Ethnography,Citizen Participation,Foreign Countries,Social Change,Innovation,Student Attitudes,High School Students

Drawing from a multi-sited, global ethnography on youth civic engagement and artistic practices, the author uses students' perceptions from one Canadian high school, as they reflect on their experiences in a drama classroom, to ask what we might learn about the macro discourses and processes of social innovation from the local, artistic, and collaborative activities of young people. Learning from young people that they do not imagine themselves as the coherent social grouping our institutions have imagined them to be raises questions about the role educational institutions might be playing in developing and activating plural and progressive forms of sociality and social innovation more broadly.
Culturally and Linguistically Diverse School Environments -- Exploring the Unknown
Author: Gilmour, Lyn
Date: 2018-02-00
Type: Journal Articles
Subjects: Educational Environment,Diversity (Institutional),Educational Policy,Student Diversity,High School Students,Secondary School Teachers,Dialects,Native Language,English (Second Language),Teacher Competencies,Culturally Relevant Education,Teacher Surveys,Student Surveys,Student Needs,Foreign Countries,Semi Structured Interviews

Australian education policies aspire to meet the unique needs of all students including those from linguistically diverse backgrounds; however, a first step in achieving this aim is clear identification of such students. Many children from previous migrant families and new arrivals to Australia come from homes where at least one parent speaks a language other than English. This exploratory research utilises survey and interview responses from students and staff in five Queensland state high schools. Results showed that 79.5% of the 2,484 students surveyed were from English only homes with only 10.5% classified as having English as Another Language/Dialect. The remaining 10% were also from bi/multilingual homes. While early identification of bi/multilingual students allows for appropriate assessment and strategic support, staff responses highlighted limited preservice training and/or understanding of how to support these students. Only 4.7% of staff surveyed had received any academic training, and 10.4% professional development, about teaching students from diverse backgrounds who, in the surveyed schools, accounted for 20.5% of the student cohort.
The Effect of Reflective Teaching on Iranian EFL Students&apos; Achievement: The Case of Teaching Experience and Level of Education
Author: Kheirzadeh, Shiela
Date: 2018-02-00
Type: Journal Articles
Subjects: Reflective Teaching,Academic Achievement,Check Lists,Observation,Questionnaires,Educational Quality,Teacher Effectiveness,Correlation,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Experience,Teaching Methods,Educational Attainment,Statistical Analysis

High quality teaching, student learning, and students achievement is dependent on the skills teachers use and the existence of professional expertise such as teachers reflectivity. The purpose of this study was to see whether there was any relationship between Iranian EFL teachers reflectivity and their students' language achievement and whether there was any difference between teachers reflectivity, considering their teaching experience and level of education. For the study, 83 EFL teachers from nine language institutes in Isfahan, Iran, were randomly selected. Larrivee's (2008) reflectivity questionnaire, which classifies reflectivity into four levels: pre-reflection, surface reflection, pedagogical reflection, and critical reflection, was used for data collection; furthermore, an observation checklist, based on the questionnaire, was also used. Data analysis revealed that the more experienced the teachers, the more reflective they were; moreover, teachers with higher degrees were more reflective. In addition, there was a positive relationship between teachers reflectivity and students achievement.
Attracting Preservice Teachers to Remote Locations
Author: Young, Kenneth D.
Date: 2018-02-00
Type: Journal Articles
Subjects: Teacher Recruitment,Attitude Change,Rural Areas,Foreign Countries,Preservice Teachers,Teacher Attitudes,College Role,Rural Schools,Program Descriptions,Teacher Education,Student Placement,Outcomes of Education

Teaching in rural/remote regions poses many challenges to teachers and is identified as a priority research area by the state government. Despite initiatives by the Queensland state government and university providers to solve the issue through various incentives designed to attract teachers, the problem remains significant. This research describes and analyses the impact of a regional university initiative to attract teachers to rural and remote locations in Queensland. The data was gathered through analysis of responses from preservice teachers completing education degrees at a regional university in Queensland. The data revealed that the opportunity to experience rural and remote schools and communities resulted in positive attitudinal changes towards applying for rural and remote school placements upon graduation. The results are significant and suggest that universities have a major role to play in work force planning for graduate teachers.
Individual&apos;s Patterns of Commitment, Resilience and Subjective Well-Being of Prospective Physical Education Teachers
Author: Fischer, Britta
Date: 2018-02-00
Type: Journal Articles
Subjects: Well Being,Physical Education Teachers,Discriminant Analysis,Career Choice,Gender Differences,Profiles,Interviews,Student Attitudes,Team Sports,Student Teachers,Resilience (Psychology),Foreign Countries,College Students,Likert Scales,Individual Characteristics,Factor Analysis,Statistical Analysis

To a greater or lesser extent, specific combinations of commitment, resilience and subjective well-being represent favorable individual resources in order to cope with professional demands. Prior studies have identified different patterns of these behaviors and experiences. The present study deals with the question whether these patterns are also identifiable in prospective physical education (PE) teachers. In addition, differences between physical education students and sport students with other career goals are examined. Lastly, the study concentrates on the existence of specific gender related differences within the group of student teachers. For this purpose, 851 sport students were interviewed. The results of the Latent Profile Analysis refer to a solution with four profiles which could be verified with the help of a discriminant analysis. Comparing the proportion of the profiles according to different courses of studies, significant differences are detected. Gender differences with regard to the distribution of identified profiles could not be found.
English or Englishes? Outer and Expanding Circle Teachers&apos; Awareness of and Attitudes towards Their Own Variants of English in ESL/EFL Teaching Contexts
Author: Monfared, Abbas
Date: 2018-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Variation,Pronunciation,Teacher Attitudes,Language Teachers,Language Attitudes,Native Speakers,North American English,Self Concept,Questionnaires,Affective Behavior,Indians,Preferences,History,Political Influences,Foreign Countries,Statistical Analysis

One of the challenging issues that has gained much attention, and has in fact sparked much debate, within the emergence and acquisition of World Englishes, is the Native- Non-native accent, especially its relationship with teachers' and learners' identity and selection of an appropriate pedagogic model. This paper investigates the attitudes of 260 English teachers from India and Iran as members of Outer and Expanding Circles, respectively. Using a questionnaire, this study measures cognitive, affective and behavioral attitudes of teachers towards their own English accents in two circles which include the most users of English in the globalized world. The results show that teachers in the Expanding Circle (Kachru, 1992), compared to those in the Outer Circle, had an exonormative orientation, favoring native-speaker and mostly American English pronunciation. Indian teachers were in favor of endonormativity, highly valued their local forms of English while they were in favor of British English. Teachers' preferences will be discussed with consideration of the historical and political backgrounds of the two countries which might have influenced the construction of teachers' identity. The results of this study suggest that, together with encouraging and valuing different varieties of English, it is important to acknowledge and promote ways to raise awareness of teachers and learners towards global spread of English.
Making Headway: Developing Principals&apos; Leadership Skills through Innovative Postgraduate Programs
Author: Simon, Susan
Date: 2018-02-00
Type: Journal Articles
Subjects: Leadership Training,Leadership Qualities,Graduate Study,Principals,Alignment (Education),College Programs,Online Surveys,Focus Groups,Learning Activities,Educational Trends,Peer Relationship,Collegiality,Professional Education,Interpersonal Competence,Administrator Education,Foreign Countries

Effective school leadership preparation has been regarded as desirable if not mandatory in Australia and globally for decades. Schools and school systems, higher education institutions and education jurisdictions have attempted with varying degrees of success to encourage teachers aspiring to become principals to prepare well for the complex role ahead. Research involving postgraduate education students identified that peer support, collaboration and collegial professional learning contributed towards self-development, strengthening the required Personal qualities, social and interpersonal skills of contemporary school leaders.
Transforming Leaders into Stewards of Teaching Excellence: Building and Sustaining an Academic Culture through Leadership Immersion
Author: Phillips, Candice
Date: 2018-00-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Leadership Styles,Leadership Qualities,Nursing Education,Improvement Programs,Competency Based Education,Organizational Culture,Self Disclosure (Individuals),Educational Quality,Sustainability,Mixed Methods Research,Pretests Posttests,Likert Scales,Teacher Leadership,Teacher Surveys,Participant Satisfaction,Capacity Building,College Programs

Nursing must transform education and practice to meet the changing healthcare environment; yet, steps to desired change remain unknown. Academic leaders are well-positioned to initiate change and transform the academic landscape. However, many advance to leadership positions with minimal orientation to the role. Moreover, leaders in academic nursing often have expertise as clinicians and administrators, and not as academics. It is incumbent on nurse leaders to acquire needed competencies to fulfill the academic role. The purpose of this quality improvement project was to immerse leaders in an exploration of steps to initiate and sustain change in the teaching and learning process. Self-reported low- and high-level outcomes were analyzed using Kirkpatrick's Model (1994) to evaluate the effectiveness of the immersion in preparing leaders to build and sustain a quality academic culture. Leadership immersions were implemented to transform leaders into stewards of teaching excellence. Pre- and post-immersion surveys captured data across three levels: satisfaction, knowledge and skill acquisition, and change in behavior. Seventy-three participants were evaluated. Participants for inclusion in the three-month analysis culminated in a 41% response rate. Findings were analyzed using ANOVA and t-tests. Further analysis was performed using Cohen's d to determine effect size. Three-month follow-up surveys revealed no significant effect change (p&lt;0.05). Results suggest immersion is effective in preparing leaders of academic nursing to build a quality academic culture. Through immersion, leaders established a collective vision of teaching excellence and proficiency in confronting and resolving actual and desired teaching practices, while enriching the life and work of faculty.
Exploring the Development of Student Self-Esteem and Resilience in Urban Schools
Author: Akin, Imani
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Esteem,Urban Schools,Resilience (Psychology),Student Development,Interviews,High School Students,Student Surveys,Qualitative Research,Phenomenology,Teacher Student Relationship,Educational Environment,Student Attitudes

This brief study serves as an introduction into exploring the existence of resilience and self-esteem in urban high school learning environments. Data collection stems from interviews and surveys of graduates of urban high schools, who transitioned into college or careers. Findings from this qualitative phenomenological research contains participant recommendations to the specific actions of educators, as well as ideas, or appropriate learning environments, to foster the resilience and self-esteem which contributes to student academic and social success, leading to adult personal and profession success. Implications of this research include the significance of consideration of the impact of teacher behaviors on student academic and social emotional success within the classrooms of urban schools.
The Creative Process, Memoir, and Redemption
Author: Karn, Lawrence
Date: 2018-00-00
Type: Journal Articles
Subjects: Biographies,Social Environment,Personal Narratives,Individual Development,Identification (Psychology),Memory,Imagination,Social History,Case Studies

Stories live to be told to others, Dan McAdams (2008) writes: &quot;Life stories therefore are continually made and remade in social relationships and in the overall social context provided by culture. As psychosocial constructions, life stories reflect the values, norms, and power differentials inherent in societies, wherein they have their constitutive meanings. The construction of coherent life stories is an especially challenging problem for adults living in contemporary modern (and postmodern) societies, wherein selves are viewed as reflexive projects imbued with complexity and depth, ever changing yet demanding a coherent framing.&quot; This paper considers the memoir as a kind of life story, to be explored through selected memoirists, researchers, and scholars by focusing on the relationship between identity construction, memory, history, and imagination. Narrative structure, as well as the compelling experiences and ideas detailed in memoirs, will be analyzed to arrive at a better understanding of issues related to the creative process.
The Effect of Teaching Methodology on Accounting Students&apos; Perceptions of Traits Important to Success
Author: Nichols, Linda M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Accounting,Student Attitudes,Success,Personality Traits,Minimum Competency Testing,Social Indicators,Business Administration Education,College Students,Factor Analysis

This study evolved from a previous study that examined the perceptions of the importance of specific traits to success in the accounting profession by both accounting professionals in the United States and internationally. That study found that the international subjects valued some soft skills, such as creativity, as being more important to success than did the subjects in the United States. Because of the importance of soft skills to success in the accounting profession worldwide, I sought to determine if teaching methodology in the accounting classroom in the United States could affect the perceptions of students regarding the importance of traits to success in the accounting profession. Three particular new methodologies were added to the accounting courses in which the study was run; a team debate, a writing assignment justifying an impairment decision in an unclear situation, and a team presentation in which creativity was a very significant percentage of the final grade. The results revealed that the traits of persuasiveness, good oral communication skills, good marketing skills, and creativity were ranked significantly more important by the student subjects at the end of the semester term than they were at the beginning of the semester term. Based on these results, accounting educators need to experiment to find methodologies that relate to their specific accounting courses that will help students realize the importance of soft skills for professional success in accounting.