ethanporcaro/eric-fulltext-meta huggingface dataset:
Creativity and Education: Teaching the Unfamiliar
Author: Pollard, Vikki
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Creativity,Art Education,Creative Development,Creative Thinking,Capacity Building,Familiarity,Risk,Teaching Skills

The development of capacities of creativity has long been important in creative arts education (Morgan, 2012) and is increasingly becoming important to other fields in higher education (McWilliam and Haukka, 2008, Csikszentmihalyi, 2006, Edward, McGoldrick & Oliver, 2006). To develop such capabilities at least two factors need to be addressed: defining "creativity" and thinking about how to teach it. This paper has two aims; firstly to consider the idea that creativity is a process (Morgan, 2012) of changing habits (Koestler, 1964, McWilliam and Sandra Haukka, 2008) that is inherently traumatic (Peirce, 1940) because it involves taking risks with habits which have previously proven useful and comforting. The centrality of trauma and risk raises concerns if creativity is to become a standard graduate attribute; concerns for students asked to take risk and the concern that the university is traditionally adverse to risk-taking. Secondly, a technique for teaching how to be creative derived from Russian Formalism is considered. "Ostranenie", or making strange might be deployed with the aim of teaching students a technique for habit breaking. A bibliography is included.
Blogging with the Facebook Generation: Studying Abroad with Gen Y
Author: Downey, Greg
Date: 2012-12-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Technology,Web 2.0 Technologies,Electronic Publishing,Web Sites,Computer Mediated Communication,Social Networks,Distance Education,College Students,Program Descriptions,Program Effectiveness,Outcomes of Education,Qualitative Research,Study Abroad,Pilot Projects,Cultural Differences,Visual Literacy,Reflection,Metacognition,Student Exchange Programs,International Educational Exchange,International Education,Cultural Awareness,Photography,Generational Differences,Workshops

Web 2.0 technologies create opportunities for distance learning with particular promise for students while they are on international exchange. The current generation of students departing for study abroad is electronically literate or &quot;digital natives&quot;, who have thoroughly integrated internet and communication technologies into their daily lives. But their modes of interacting may not be adequate to really gain all that they might learn through study abroad. Many international exchange programs, at the same time, have not kept pace and are missing significant opportunities to reinforce intercultural learning while students are sojourning abroad. This paper reports on qualitative and strategic findings from the project &quot;Bringing the Learning Home,&quot; an Australian Learning and Teaching Council-funded pilot project to develop reflection-based curriculum for improving study abroad outcomes. In particular, we discuss qualitative findings from in-country blogging and reentry workshops using photo elicitation, reflection-based learning, and meta-cognitive teaching strategies, with intercultural skills and professionalization as primary goals. Perhaps most importantly, we found that online tools and visual literacy, with adept instruction and practice, could produce a virtual &quot;third space&quot; where students could better reflect on cultural differences, sharpen their own intercultural skills, and gain the metacognitive skills necessary to become life-long learners from experience. (Contains 1 footnote.)
Collaborative Learner Biographies: Or, Discovering You Had Created a Project-Based Learning Task without Realizing It
Author: Saltmarsh, David
Date: 2012-12-00
Type: Reports - Research
Subjects: Active Learning,Preservice Teacher Education,Biographies,Reflection,Learning Experience,Student Projects,Inhibition,Formative Evaluation,Learner Engagement,Task Analysis,Personal Narratives,Learning Strategies,Learning Processes,Teaching Methods,Foreign Countries

The purpose of this paper is to report on an assessment task designed to provoke pre-service teacher education students to recollect and share experiences of what enabled and frustrated their learning. The assumption underpinning the creation of this task was that: if teacher education students could, through reflection and discussion, recapture the excitement and satisfaction gained through realizing they had understood an idea or mastered a skill, they could focus on promoting that sense of discovery or achievement in their students. Conversely, if they recalled what had inhibited their learning, and became aware of what inhibited the learning of others, they could avoid repeating this with their students. Twenty-nine students consented to having their submissions used for this research and the work of two groups is analyzed and reported here. Students' contributions commented on the facilitators and inhibitors, as expected, and often noted the details of their collaborators' learning experiences with some surprise. It was as though they had not expected to discover that others too had been humiliated or unfairly disciplined and the exercise led to a greater sense of a shared learning experience. Comments about the nature of the task and the value of reflection were also made.
Design Research and the Solo Higher Degree Research Student: Strategies to Embed Trustworthiness and Validity into the Research Design
Author: Kennedy-Clark, Shannon
Date: 2012-12-00
Type: Reports - Research
Subjects: Research Design,Research Methodology,Credibility,Research Projects,Student Research,Doctoral Programs,Research Skills,Intervention,Educational Strategies,Change Strategies,Curriculum Enrichment,Research Tools,Foreign Countries

This paper puts forward a set of criteria for ensuring trustworthiness in design research studies undertaken by Higher Degree Research (HDR) students. Design research is aimed at exploring educational problems and refining theory and practice by defining a pedagogical outcome and is a methodological approach often associated with the Learning Sciences. In this paper, how a solo HDR researcher can use a design research approach to maximise the benefits of the methodology without compromising the validity of the research design will be discussed. The criteria put forward to ensure reliability fall into two categories; trustworthiness and the research design. Overall, there is a perceived need and value for HDR students to contribute to the understandings of design studies which are guided by a trustworthy research design. (Contains 1 table and 2 figures.)
&quot;...becouse Suspension Dosent Teatch You Anything&quot; [sic]: What Students with Challenging Behaviours Say about School Suspension
Author: Michail, Samia
Date: 2012-12-00
Type: Reports - Research
Subjects: Suspension,Well Being,Student Attitudes,Ethnography,Behavior Problems,Behavior Change,At Risk Students,Foreign Countries,Secondary School Students

The literature on school suspension contains negligible discussion from the perspective of the student. This paper begins to contribute that missing point of view. It presents the findings of an ethnographic study with students in middle childhood who have been suspended from school. For the overwhelming majority of study participants, being suspended did not lead to any meaningful behavioural change. Students instead identified suspension as a universal process of exclusion, spawning pathways to educational disengagement and risks of marginalisation. In their reflections, students raised issues of respect, voice, procedural fairness and participation. They also speak of the critical impact of child-adult relations on their wellbeing in the learning environment. Student perspectives from this study support the use of individualised responses to challenging behaviour that are tailored to the ecology of the child.
Developing Self-Regulated Learners in Secondary Schools
Author: Salter, Prue
Date: 2012-12-00
Type: Reports - Research
Subjects: Stakeholders,Teaching Methods,Secondary School Students,Reflection,Metacognition,Teacher Guidance,Positive Reinforcement,Student Motivation,Scaffolding (Teaching Technique),Educational Strategies,Teacher Attitudes,Student Attitudes,Learning Strategies

This paper draws on emerging data from a doctoral study exploring how schools approach the development of self-regulated learners in Years 7-12. The research is exploring stakeholders' attitudes, beliefs, experiences and perceptions around the development of self-regulated learning (SRL) in contemporary secondary schools and how new and emerging technologies might mediate these approaches. The paper outlines self-regulation strategies informed by the literature, including shifting responsibility to the student, providing social experiences such as modelling, scaffolding, allowing students a measure of personal choice and control, positive reinforcement and teacher guidance, integration of self-regulatory strategies into classroom teaching and relevance, outlining content relevance, and creating opportunities for reflection on learning. Preliminary findings are presented from phase one of the study, examining the stakeholders' perceptions of what takes place in secondary schools. (Contains 1 figure.)
Culturally Responsive Mathematics Pedagogy: A Bridge Too Far?
Author: Sparrow, Len
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Mentors,Mathematics Instruction,Culturally Relevant Education,Pedagogical Content Knowledge,Teacher Education Programs,Teacher Improvement,Instructional Effectiveness,Teacher Effectiveness,Educational Strategies,Teaching Methods,Semi Structured Interviews,Indigenous Populations,Indigenous Knowledge,Teacher Attitudes,Foreign Countries

The Swan Valley Cluster of Schools for the Make it Count project identified the professional learning of teachers as a key factor in improving the numeracy outcomes of urban Indigenous children. Two mentor teachers were assigned to support cluster teachers in planning and teaching mathematics during 2011. This paper reports on the initiative and it focuses on the teachers' knowledge, development, and use of Culturally Responsive Mathematics Pedagogy as part of the development of a general awareness of mathematics, pedagogy, and children. For most teachers identifying the mathematics content to be taught and aspects of new pedagogies dominated their thinking. This in turn left no room at this time for many of them to consider implementing pedagogical principles relating to their learners' socio-cultural background. In order to implement culturally responsive mathematics pedagogies teachers need to be aware of and sensitive to the mathematical needs as well as the socio-cultural contributions of their children. (Contains 2 figures and 1 table.)
Developing an Inclusive Democratic Classroom &quot;in Action&quot; through Cooperative Learning
Author: Ferguson-Patrick, Kate
Date: 2012-12-00
Type: Reports - Research
Subjects: Cooperative Learning,Classroom Environment,Case Method (Teaching Technique),Constructivism (Learning),Democratic Values,Classroom Observation Techniques,Classroom Techniques,Educational Indicators,Semi Structured Interviews,School Culture,Communities of Practice,Teaching Methods,Foreign Countries,Learner Engagement,Aptitude Treatment Interaction

This paper examines how Cooperative learning (CL) and democracy can be examined in relation to one another. CL supports a social constructivist view of students learning together to form knowledge through direct interaction. The overriding benefits of CL are that that it is an effective strategy for maximising both social and academic learning outcomes of all, because it focuses on developing positive relationships between students, improving their social skills. This promotes positive social and emotional development and lays the foundations for wellbeing and good mental health. It is precisely this inclusive pedagogy that encourages a democratic classroom environment and a resultant pedagogy that ensures all students' learning will be considered. A democratic society needs students who are respectful and have a sense of justice so teachers who use this pedagogy help to promote such students. This study clarified the relationship between components of CL and the development of a democratic classroom, particularly the notion of inclusive practice for all which is developed through CL. It also examines how one teacher developed an inclusive democratic classroom &quot;in action&quot; through cooperative learning. It explores Jill's understandings of CL and how these relate to the development of her inclusive democratic classroom and to her developing a democracy stance. Her reflective diary, interview comments, action plans and classroom observations are analysed in this case study approach to demonstrate how her &quot;stance&quot; was strengthened and how she developed a tolerant, respectful and inclusive classroom culture. Teachers, like Jill who develop this stance can build this democratic class culture and ensure all students are included. (Contains 2 tables.)
Boundary Breaking: Intercultural &quot;Hands-On&quot; Creative Arts Workshops
Author: Wade-Leeuwen, Bronwen
Date: 2012-12-00
Type: Reports - Research
Subjects: Foreign Countries,Art Education,Creativity,Preservice Teachers,Elementary School Teachers,Art Teachers,Student Attitudes,Visual Arts,Asian Culture,Experiential Learning,Art Activities,Preservice Teacher Education,Workshops,Intercultural Programs

This arts-based research inquiry applies innovative approaches to fostering &quot;creativity&quot; in pre-service primary art teachers during their tertiary training. The main research question investigates how to foster &quot;creativity&quot; in pre-service primary art teachers so they can better mentor the children they teach. I argue that pre-service primary art teachers can learn to imagine and generate creative solutions by thinking &quot;outside the box&quot; and by breaking boundaries beyond their normal practice. This paper is presented in the current Australian reductionist context where educational policy is centered on measuring student learning and neglects issues of context and social outcomes (Lingard, 2001; 2012). In contrast to this reductionist attitude, this research investigates how pre-service teacher's attitudes in the visual arts change as they are influenced by diversity in studio-practical intercultural &quot;hands-on&quot; workshops. The study is divided into three sections: (1) The first section discusses the literature review and overviews of the research approach used in this study; (2) The second section investigates the theoretical framework and introduces the studio-practice approach used in the study; and (3) Finally, the paper presents the Chinese art and cultural case study demonstrating how the new &quot;Mo-ku-chi&quot; (&quot;ink-splash and energy&quot;) model consisting of four practical phases can be applied in the project. (Contains 3 figures.)
College Assessment for Learning Program (CALP)
Author: Adnum, Judy
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Student Improvement,Program Effectiveness,College Outcomes Assessment,Educational Improvement,Improvement Programs,Program Implementation,Change Strategies,Educational Strategies,Outcomes of Education,Task Analysis,Communities of Practice

The College Assessment for Learning Program (CALP) was initiated in order to improve student learning outcomes and to strengthen professional conversations across three campuses. It was based on a backward mapping process developed earlier at one of the junior campuses with successful outcomes. Analysis of NAPLAN, School Certificate and Higher School Certificate found that students in the middle and upper bands of academic achievement were not progressing at the same level as those in the lower bands. Teachers on all campuses had concerns about student non-completion of assessment tasks, quality of submitted work, level of engagement and understanding of the task requirements. Staff were introduced to the CALP model. They then critiqued and modified their current assessment tasks against this. Evaluation based upon task completion and student improvement occurred once students had submitted the task and feedback had been given. Further refinement of the teaching programs then occurred. CALP has been a successful initiative. Student assignment submission rates, individual improvement, explicit teaching of criteria and smoother academic transition from the junior to the senior campus has been observed. Conversations across campuses are of a highly professional and collaborative nature. The clear focus on assessment has strengthened the College ethos. (Contains 2 tables.)
Building Capacity in Applied Learning
Author: Schulz, Christine
Date: 2012-12-00
Type: Opinion Papers
Subjects: Teaching Experience,Curriculum Development,Foreign Countries,Capacity Building,Culturally Relevant Education,Place Based Education,Teaching Methods,Professional Development,Knowledge Base for Teaching,Instructional Innovation,Educational Principles,Instructional Effectiveness,Efficiency,Educational Practices

Across the globe many nations have found engaging young people in the post compulsory years of school to ensure their transition into economic citizens is challenging. Governments are focusing on developing initiatives and programs to connect young people in education and training as preparation for the workplace. In Australia the use of Applied Learning as pedagogy is emerging as a valuable tool in the delivery of curriculum to engage young people in education. Educators who use Applied Learning pedagogy develop curriculum that is relevant to student interests and needs, connected into communities and results in young people acquiring workplace skills. One such program in Australia is the Victorian Certificate of Applied Learning (VCAL), offered in years 11 and 12 of school and firmly grounded in Applied Learning pedagogy. The challenge for many educators is, and has been, that there are marked differences between VCAL pedagogy and curriculum and the pedagogy and curriculum they may have previously used in senior school programs. This paper draws on research that explores the professional learning experiences of Applied Learning educators, in the context of the VCAL. I argue that general professional teaching experience alone is not necessarily adequate preparation for teaching in the VCAL program. (Contains 2 tables and 3 footnotes.)
Buddhist Foundations of Teaching
Author: Ma Rhea, Zane
Date: 2012-12-00
Type: Reports - Research
Subjects: Teaching Methods,Educational Philosophy,Conflict,Foreign Countries,Buddhism,Educational Sociology,School Culture,World Views,Global Approach,Cultural Influences,Religious Factors,Personal Narratives,Teacher Attitudes,Educational Change,Conflict Resolution,Metacognition

This paper reports on research conducted on the impact of Buddhism on teaching, exploring the educational philosophy and approach, the daily practice of teaching, and the challenge of bringing together the mainstream education curriculum with Buddhist worldview in the first school in Australia being guided by Buddhist philosophy. Although there has been a concerted research agenda within the sociology of education internationally that has focussed on teachers and the comparative impacts of globalisation, culture and religion on their work, there has been little attention paid to the particular impact of Buddhism, even though this sphere of education is growing globally. This research is a descriptive, interpretative study of the narratives of teachers about their views and understandings of Buddhism in their new school, and the impact of Buddhism on their teaching. The key research question asks &quot;In what ways does a Buddhist perspective change mainstream teaching practice in Australia?&quot; This paper will focus the theme of &quot;The Foundational Elements of Teaching&quot; which were identified as being: its pioneering school status and its conflict management practices that focus on self-responsibility and compassionate communication with others as foundational behaviors for creating a peaceful, mindful school culture of belonging. The findings suggest that there are similarities with other start-up schools regardless of the influence of Buddhist philosophy in terms of the need for planning and leadership that involves teachers. What is distinct about this school is that, unlike other Buddhist inspired schools with available comparative research, this is not a faith-based school. This has posed particular challenges, and freedoms, for teachers. (Contains 1 footnote.) [Funding for this paper was provided by Monash University.]
Bibliography of Research Studies in Education, 1930-1931. Bulletin, 1932, No. 16
Author: Wright, Edith A.
Date: 1932-00-00
Type: Historical Materials
Subjects: Graduate Students,Educational Research,Bibliographies,Colleges,Universities,Masters Theses,Doctoral Dissertations,School Districts,Organizations (Groups)

In presenting this fifth annual compilation of research studies in education, the United States Office of Education continues its service of furnishing graduate students and others engaged in educational research an annual list of studies undertaken by universities and colleges, State and city school systems, and organizations known to be engaged in the study of special phases of education. The present bibliography covers the period from September 1930 to August 1931, including studies completed up to September 1, 1931. There are 4,365 studies listed in this bulletin, from 343 institutions and organizations. Of this number 2,877, or about 65%, are master' and doctors' theses. (Contains 2 tables.) [This bulletin was prepared with the cooperation of Ruth A. Gray. Best copy available has been provided.]
Public Education in Puerto Rico. Bulletin, 1934, No. 5
Author: Cook, Katherine M.
Date: 1934-00-00
Type: Historical Materials
Subjects: Public Education,Educational Practices,Economic Progress,Puerto Ricans,Economic Factors,Governance,Administrative Organization,Educational Administration,Supervision,Teachers,Higher Education,Professional Education,World History,Educational History,Educational Finance,Access to Education

Puerto Rico has for approximately 35 years been a part of the territory and citizenship of the United States. During these years mutual understandings and appreciations have broadened and deepened, and mutual interests have developed. Constantly increasing numbers of the people of Puerto Rico are coming to live on the mainland, and even greater numbers associate with it their hopes and aspirations for social and economic progress. Public education, patterned after that on the mainland, was established in Puerto Rico following American occupation. The educational system has, however, developed quite differently because of the growing effort more nearly to adapt it to the situation and special needs of the people. Consequently, while ultimate objectives of education are the same as on the mainland, immediate aims, school curricula, and school practices adapted to the Puerto Rican situation have been and still are in order. This bulletin presents an account of that development and status in the Island, with some consideration also of conditions which immediately influence or have influenced educational practices. It is based on personal observation of the schools and the school systems made early in 1933. This bulletin is divided into two chapters: (1) The Country and the People; and (2) The Schools. Individual chapters contain footnotes. (Contains 4 tables and 2 diagrams.) [Best copy available has been provided.]