ethanporcaro/eric-fulltext-meta huggingface dataset:
Why Arendt? Employing Hannah Arendt&apos;s Concepts of Plurality, Thinking and Judgement to Inform a Reconsideration of &quot;Educational&quot; Leadership
Author: Rogers, Bev
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Ideology,Instructional Leadership,Teacher Leadership,Power Structure,Educational Philosophy,Transformational Leadership,Role of Education

Arendt was a severe critic of modernity and the tendency, in mass society, for people to be susceptible to whatever ideology is presented and whatever means is demanded without thinking. Arendt used the term 'dark times' to refer to the loss of individual thought, the loss of memory and respect for humanity, and people's inability to see what was going on in front of them. For Arendt, the common world we share exists as a result of the differences we reveal in dialogue--a world of inclusion and respect for the past and hope for the future and for inventing new and better ways for living together. In such a world there needs to be a plurality of people and a plurality of ideas--one 'vision', one dominant idea, one ideological explanation, neither requires nor permits exchange or contestation. When one idea prevails … 'all dissent is silenced or seen as obstructive'. In this situation, children do not learn from adults 'that the political world must have room for all people'. In this paper, I identify why the resources of Hannah Arendt are useful to consider an alternative vision for &quot;educational&quot; leadership, which is linked to the cultivation of a dialogic teacher 'public space', where the diverse views and contributions of each teacher matter. Hannah Arendt identifies the capacity for humans to make a difference in the world and the responsibility for judgement, thinking and action in the company of others that accompanies this possibility. For Arendt, this possibility involves the awareness of other perspectives and the plurality of the human condition. Arendt's approach to her work was informed by her belief that 'people are individually and collectively responsible for attempting to understand what is going on in the human world'.
Inclusive Education in Bangladesh: Policy and Practice
Author: Malak, Md. Saiful
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Inclusion,Educational Policy,Secondary School Teachers,Guidelines,Elementary Education,Teacher Effectiveness,Educational Quality,Teacher Attitudes,Faculty Development,Barriers,Foreign Countries,Children,Childrens Rights,International Law,Treaties,Students with Disabilities,Educational Legislation,Educational Practices

Bangladesh is a signatory country of major international declarations of inclusive education (IE). Over the past two decades, it has enacted policies and legislation in favour of IE. Contemporary literature suggests that having legitimised guidelines does not always ensure practices that are aligned with the principles of IE. This paper aims to analyse how the policies and legislation reflect the notion of IE in the context of Bangladesh. Moreover, to understand the practice of IE, it also looks at two major projects, Primary Education Development Program (PEDP) and Teaching Quality Improvement in Secondary Education Project (TQI-SEP), being implemented in the country over last 7 years. The study was mainly supported by literature, and policy documents and guidelines. A systematic review approach was used to understand the notion of IE and its specific implementation pattern. Results suggest that IE policies in Bangladesh are predominantly borrowed from several international treaties and they seem to be little understood among practitioners and classroom teachers within the context of Bangladesh. Further, the result also shows that teachers' attitudes towards IE and limited professional development are major barriers to implementing IE at school level. The findings imply that the policy guidelines in relation to the context of IE in Bangladesh tend to be low-leverage tools. Further research is needed to understand IE practice at classroom level.
Reflecting the Reflective Journal Training in South Sulawesi, Indonesia: The Case of Secondary Teachers from Bugis Ethnic Group
Author: Marzuki, Andi Armawadjidah
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Reflective Teaching,Secondary School Teachers,Ethnic Groups,Professional Development,Cultural Context,Journal Writing,Partnerships in Education,International Cooperation,Program Effectiveness

This paper describes research into the efficacy of the Reflective Practice (RP) training for teachers in Sulawesi, Indonesia by the Decentralized Basic Education Project of the Organization for Economic Co-operation and Development (OECD) and United State Aid for International Development (USAID) through teacher professional development training called Better teaching and Learning Training (BTL). Reflective Practice (RP) is a discursive mode of teacher professional development which aims to encourage teachers, both as practitioners and educators, to commit to their own professional development through inquiry into different practices and ways of thinking. To sustain RP, teachers need to demonstrate autonomy and develop critical thinking skills. However I argue that RP as a discourse contains certain imposed ideological assumptions that may be inapplicable in a different socio-cultural context, such as that of the Bugis people of Sulawesi. The conception of RP within BTL, how teachers learn and apply RP and also the problems that they have during the training are presented and elaborated in this paper, and result from my own reflection as part of BTL team training. I conclude that it is necessary to contextualize this practice to a more local based approach.
Towards Educational Advantage in Very Remote Australia. An Analysis of 2012 NAPLAN Data: What Does It Tell Us about Remote Education in the Last Five Years?
Author: Guenther, John
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Geographic Isolation,Literacy,National Competency Tests,Numeracy,Indigenous Populations,Educationally Disadvantaged,Rural Schools,Enrollment Trends,Scores,Equal Education,Accountability,Outcomes of Education,Attendance

For five years, a national testing program has been conducted in Australia. The National Assessment Program provides a basis for measuring improvement against the goals of the 2008 Melbourne Declaration on Educational Goals for Young Australians and subsequently the National Education Agreement, which embodies a range of Council of Australian Governments (COAG) goals and targets, including Closing the Gap targets. After five years it might be expected that the data would show some change. The Cooperative Research Centre for Remote Economic Participation's Remote Education Systems has used existing publicly available data drawn from the MySchool website to determine what has happened for schools in very remote Australia. The analysis shows that for very remote schools attendance rates have not changed significantly over the five years. Reading scores at any year have not changed significantly. Numeracy scores have declined significantly for year 3 in schools with greater than 80 per cent Aboriginal and Torres Strait Islander students. The broader aim of the paper is to question what the findings might mean for the provision of an advantageous education for remote Aboriginal and Torres Strait Islander students. It raises questions about issues of accountability, equity and how success might be better defined.
Listening to Their Stories -- Chinese Families Sharing Their Lived Experiences in Australia and Their Children&apos;s Mathematics Learning
Author: Mok, Angel
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Asian Culture,Mathematics Instruction,Mathematics Achievement,Cultural Influences,Family Attitudes,Story Telling,Social Influences,Identification (Psychology),Immigrants

This paper challenges the prevailing understandings of homogenous Chineseness in the context of children's mathematics learning in Sydney. Recent research which examines the influence of culture on student's mathematics performance tends to see Chinese as one homogenous group. Research data collected from six Chinese families living in Sydney, however, suggests a contradictory view on Chineseness. Through the use of narrative inquiry as storytelling of lived experiences, it was found that families have different interpretations of Chineseness and hence, different representations of their identities. Their hybrid identities shift over time and in different social situations. While they see mathematics as important for their children's future, there do not seem to be clear links between their perceptions of identities and their children's mathematics learning in Australia. Data gathered in the interviews with the six families were first analysed with themes derived from the literature on identity and Chinese students' performance in mathematics before they were written in the form of narratives. Interpreting data with different analysis crystallises the experiences of the participants. This paper also provides some insights into how the researcher's own narrative can provide a special lens in the interpretation of that of the participants' in an ethnographic study.
Windows into the Past: Narrative Insights into Education
Author: Peeler, Eleanor
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Personal Narratives,Educational Philosophy,Educational Development,Interviews,Educational History,Memory,Biographies

The intent of this paper is to stress the importance of narrative and story, and to share the experience of opening the windows of memory to look into the past and uncover fascinating and valuable histories as portrayed in a current study. The longitudinal study of an educator follows his life story and his role in education. Set in Victoria, it explores the founding of the State's education system and highlights progressive developments. The life story reveals the history of the system and evolving philosophies that influenced the life of the subject. The study considers the philosophies and how they influenced the subject's thinking and actions. Using windows as a metaphor, Part 1 of the paper includes discussion regarding the appropriacy of narrative as a research tool, considers the notion of memory and introduces the research subject. Part 2 gives insights into three distinct periods and the part played by three men who guided Victoria's educational development and growth throughout the twentieth century. In relation to each is a brief discussion of their influence on the career of the research subject.
Transforming Anger in the Classroom into Wisdom through Mindfulness: A Case Study
Author: Burrows, Leigh
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,Psychological Patterns,Trauma,Clinical Diagnosis,Aggression,Behavior Problems,Teacher Attitudes,Teacher Student Relationship,Student Behavior,Classroom Techniques,Faculty Development,Altruism,Foreign Countries

The case is presented of a teacher who is severely tested by a student diagnosed with relational trauma whose aggressive behaviours regularly catalyse intense emotions in herself and her other students. Through her own mindfulness practice she gradually develops the capacity to create a steady, firm yet loving connection with him. As a result he gradually begins to contain his own behavior and reduce his apparent need to relive his own hurts over and over again. Other students in the class are shown to also benefit from her more calm and centred responses. Background information on the 'soles of the feet' meditation and excerpts from the teacher's reflective journal is shared, highlighting the potential value of including mindfulness in teacher professional learning programs to assist teachers to respond with flexibility and compassion to the emotional energy of students with trauma-related conditions.
The Structural Model on the Roles of Achievement Emotions between Action Control and Learning Strategies of Undergraduates in Hong Kong
Author: Leung, Man-Tak
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Learning Strategies,Structural Equation Models,Path Analysis,Metacognition,Anxiety,Prediction,Psychological Patterns,Positive Attitudes,Academic Achievement,Student Attitudes,Foreign Countries,Questionnaires,Correlation

The present study aims to examine the mediating effects of achievement emotions between action control and learning strategies. Two hundreds and twenty-six undergraduates (125 males and 101 females) participated to complete a questionnaire consisting of three scales. To analyze the data, path analyses and structural equation modeling were used. Two structural equation models could be validly confirmed. The first model indicates action orientation (disengagement and initiation) can be desirable predictor on positive achievement emotions (enjoyment, hope and pride), and subsequently to all learning strategies (rehearsal, elaboration, organization, critical thinking and metacognitive self-regulation). The second model indicates state orientation (preoccupation, hesitation and volatility) can be desirable predictor on both activating negative achievement emotions (anxiety and shame) and deactivating negative achievement emotions (hopelessness and boredom), and subsequently to learning strategies differently. Anxiety and shame positively predict rehearsal, elaboration and metacognitive self-regulation, whereas hopelessness and boredom negatively predict all learning strategies. The present study may be the first one establishing a structural model integrating action control, achievement emotions and learning strategies, and validating the instruments for investigating Chinese undergraduates. The additive value is to provide new perspectives for state-oriented students to reduce hopelessness and boredom for better learning.
Students Researching Teachers&apos; Practice: Lines of Flight and Temporary Assemblage Conversions in and through a Students-as-Co-Researchers Event
Author: Mayes, Eve
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Student Research,High School Students,Low Income Students,Grade 9,Observation,Student Attitudes,Perspective Taking,Teacher Evaluation,Foreign Countries

Observers of teachers' practice in their classrooms have typically been adults: academic researchers analysing professional practice, school executive members assessing teacher quality and colleagues engaged in professional development and school reform initiatives. This paper discusses observations of teachers' practice from a different vantage point: students. In 2011, two Year 9 students observed a teacher in her classroom. This student research event was part of a broader four-year Students-as-Co-Researchers initiative investigating teaching and learning in a low socio-economic high school receiving targeted funding. In 2013, these students were invited to remember and re-construct the 2011 research event in various configurations. This paper examines the affective flows at work in re-positioning students and teachers using the concepts of the &quot;assemblage&quot; (Deleuze &amp; Guattari, 1980/1987), subjectivity as &quot;lines&quot; (Deleuze &amp; Parnet, 2006/1977) and &quot;rhizoanalysis&quot; (Deleuze &amp; Guattari, 1980/1987). It is argued that lines of flight -- ruptures in thought and experimentation in practice -- escaped in and through the 2011 research event and the 2013 research assemblages for both the students, the teacher and the researcher. Alternative ways of speaking, relating, teaching, learning and becoming prompted by these encounters in the classroom, the staffroom and the school are considered for their potential to convert the &quot;education assemblage&quot; (Youdell, 2011, p. 137).
Reimagining School Libraries: Emerging Teacher Pedagogic Practices
Author: Willis, Jill
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: School Libraries,Teaching Methods,Librarians,Teachers,Students,Leaders,Educational Environment,Attitudes,Foreign Countries,Space Utilization,Classroom Environment,Librarian Teacher Cooperation,Teacher Collaboration

Agile learning spaces have the potential to afford flexible and innovative pedagogic practice. However there is little known about the experiences of teachers and learners in newly designed learning spaces, and whether the potential for reimagined pedagogies is being realised. This paper uses data from a recent study into the experiences of teacher-librarians, teachers, students and leaders of seven Queensland school libraries built with Building the Education Revolution (BER) funding, to explore the question, &quot;how does the physical environment of school libraries influence pedagogic practices?&quot; This paper proposes that teachers explored new pedagogies within the spaces when there was opportunity for flexibility and experimentation and the spaces sufficiently supported their beliefs about student learning. The perspectives of a range of library users were gathered through an innovative research design incorporating student drawings, videoed library tours and reflections, and interviews. The research team collected qualitative data from school libraries throughout 2012. The libraries represented a variety of geographic locations, socioeconomic conditions and both primary and secondary campuses. The use of multiple data sources, and also the perspectives of the multiple researchers who visited the sites and then coded the data, enabled complementary insights and synergies to emerge. Principles of effective teacher learning that can underpin school wide learning about the potential for agile learning spaces to enhance student learning, are identified. The paper concludes that widespread innovative use of the new library spaces was significantly enhanced when the school leadership fostered whole school discussions about the type of learning the spaces might provoke. This research has the potential to inform school designers, teachers and teacher-librarians to make the most of the transformative potential of next generation learning spaces.
Trust, Identity and Discourse: Implications for Academic Leadership in Australian Universities.
Author: Pimlott, Joanne
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Trust (Psychology),Professional Identity,College Faculty,Teacher Attitudes,Teacher Administrator Relationship,Foreign Countries,Leadership Effectiveness,College Administration,Professional Autonomy,Academic Freedom,Work Environment

Doctoral research was undertaken in 2012 to explore how academics construct and manage their sense of identity in the context of a dominant managerial discourse. The qualitative case study explored perceptions and experiences associated with the construction and reconstruction of academic identity within Australian universities. Eight academics each took part in two, hour-long, in-depth interviews held on separate occasions. Appreciative Inquiry techniques enabled academics to express strongly held views and values regarding academic work in the current tertiary environment. The study revealed that many aspects of the prevailing managerial climate have negative effects on the potential for ideas and strategies to be aired in ways that permitted what mattered to academics to be expressed. Respect, trust and open communication were seen as central to discourse leading to innovation but these were seen by participants as being at risk in a climate that even unintentionally is focused on performance and compliance to the needs of the system. An absence of or sense of reduced trust between academics and management was a noteworthy theme and research finding. The findings showed that the use of a process such as Appreciative Inquiry could be a catalyst to bring about positive change or innovation, to build important social capital and to develop strategies around more diverse academic roles.
University Students&apos; Attitudes toward Online Learning in a Blended Course
Author: Zhu, Yue
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Blended Learning,Foreign Countries,Attitude Change,Positive Attitudes,Predictor Variables,Prior Learning,Learning Motivation,Student Experience,Preservice Teachers

In spite of the trend toward online learning in higher education in Australia, few research examined university students' online learning attitude changes and the factors which could predict their attitude changes. The paper aimed to investigate 120 Australian university students' attitudes toward online learning in a blended course. The factors, such as prior attitudes, prior experiences, and motivation, were examined with the participants' online learning attitudes by the end of the course. Two phases in the study included the pre- and post-test and course participation (developed from the data of the students' weekly reports and online forum transcripts) in Phase One and interviews in Phase Two. It was found that the students became more positive toward online learning by the end of the course. The predictors for their online learning attitudes by the end of the course were their prior online learning attitudes and motivation in learning.
Teaching as a Career: Perspectives of Indonesian Future Teachers
Author: Suryani, Anne
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching (Occupation),Preservice Teachers,Career Choice,Foreign Countries,Young Adults,Females,Test Validity,Test Reliability,Religious Factors,Social Values,Teaching Experience,Motivation,Job Security

The paper examines future teachers' motivations for choosing a teaching career and their perceptions about the profession in the Indonesian context. Data were obtained from 802 fourth-year undergraduate teacher education students at two public and two private universities in Jakarta and Yogyakarta, Indonesia. The mean age of participants was 21.61 years (SD=2.31), consisting of mainly women (83.16 %). Following translations and piloting, participants completed a paper-based questionnaire adapted from the Factor Influencing Teaching Choice (FIT-Choice; Watt &amp; Richardson, 2007) with factors added to adjust to the Indonesian setting: &quot;religion influences,&quot; &quot;second job (time for casual work),&quot; &quot;tuition fee for teacher education (cheaper),&quot; &quot;admission into teacher education (less competitive),&quot; &quot;time for teacher education studies (shorter)&quot; and &quot;media dissuasion,&quot; and Professional Engagement and Career Development Aspiration scales (PECDA; Watt &amp; Richardson, 2008); and the Religious Commitment Inventory-10 (RCI-10; Worthington Jr., et. al., 2003). The translated Indonesian adaptation of the instruments was valid and reliable. &quot;Social utility value&quot; was rated high; &quot;make social contribution,&quot; &quot;prior teaching and learning experiences,&quot; &quot;work with children/adolescents,&quot; &quot;intrinsic career value&quot; and &quot;religion influences&quot; were the main reasons for choosing a teaching career, followed by job security and &quot;second job&quot;. Teaching was perceived as a highly expert career, with high social status, and salary was rated above the midpoint. The findings significantly contribute to the international literature on choosing a teaching career, adding to the comparisons of previous FIT-Choice studies in Australia, the United States, the Netherlands, Germany, Norway, Croatia, Switzerland, Turkey, and China.