ethanporcaro/eric-fulltext-meta huggingface dataset:
Positions, Storylines and Speech Acts: How Five Mentor Teachers from EIT&apos;s Bachelor of Teaching (Primary) Conceptualise Their Role in the Partnership
Author: Aitken, Viv
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Mentors,Interpersonal Relationship,Interpersonal Communication,Persistence,Cooperation,Teamwork,Language Usage,Speech Acts,Teacher Role,Partnerships in Education,Barriers,Preservice Teacher Education,Preservice Teachers,Self Efficacy,Professional Autonomy,Cooperating Teachers

This article reports on findings of a small-scale study by a group of three teacher educators from the Bachelor of Teaching, Primary (BTP) at the Eastern Institute of Technology (EIT) in Hawke's Bay in 2016. The project began as a replication of a previous study from 2014 in which mentor teachers (MTs) from EIT's partner schools were interviewed about their experiences with transcripts analysed thematically. Analysis of the 2016 interviews generated four themes. Two of these, 'relationship' and 'communication', were identical to the previous study, suggesting MTs continue to value these aspects of partnership. The two other themes 'commitment' and 'collaboration', when compared with the themes of 'investment' and 'interdependence' from the earlier study, appeared to show a maturing and bedding in of the partnership. The project also expanded on the original design with a second level of analysis using positioning theory. Transcripts were analysed for linguistic markers related to positions, storylines, and speech acts, particularly the use of the word 'we'. The positioning analysis found participants offered 24 different categorisations of MT role activity, with only seven of these mentioned more than three times, suggesting these MTs conceptualise the role as complex and open to interpretation. Each MT adopted a distinct stance in describing their approach to candidate teacher support, drawing on metaphors as they did so. Four overarching storylines were identified, covering the benefits of the partnership model (particularly the value of feeling involved in programme design), the demands of being an MT, the challenges of working with candidate teachers and a sense of growing confidence and autonomy within the MT role. As for speech acts, five MTs used the word 'we' to denote personal alignment with their school, two used it to align with EIT or teacher educators (specifically in reference to programme development) and none used it to align with candidate teachers. The findings of this study reinforced the teacher educators' existing understandings about the importance of relationship and communication in the partnership and offered new insights into how these MTs conceptualise their role and operate in their own settings. The findings have been used to inform planning for ongoing MT support at EIT and may be of interest to other Initial Teacher Education programmes, particularly those involving partnerships and mentors.
An Outsider-Researcher&apos;s Tale: The Paradox of Studying &apos;My Own People&apos; from a Peripheral Position, Perspective and Context
Author: Macam, Alea Ann F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Researchers,Student Research,Graduate Students,Study Abroad,Reflection,School Turnaround,Political Influences,Economic Factors,Elementary Schools,Principals,Decision Making,Foreign Countries,Neoliberalism

This article reports on my experiences as a novice researcher as I traverse the challenges of being a postgraduate international student while conducting fieldwork in my own country. While my research aimed to determine the strategies of five public elementary school principals who facilitated school turnaround and the political and economic factors that influenced their strategic decision-making, I will demonstrate how I found myself on the 'outside' as a researcher as I studied 'my own people' in 'my own context'. I discuss how I practised researcher reflexivity to deal with the challenges posed by being an outsider in the research processes characterised by my status as a postgraduate student studying abroad and a former private school teacher. I also consider how reflexivity was central to the critical lens that I used in my research to investigate the underlying political and economic factors that influence the phenomenon of school turnaround.
A Comparative Study of Rural and Urban Teachers&apos; Perceptions of Professional Development
Author: Mohan, Parmeshwar Prasad
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Schools,Urban Schools,Teacher Attitudes,Rural Urban Differences,Faculty Development,Educational Needs,Teaching Skills,Teacher Collaboration,Teacher Competencies,Academic Achievement,Foreign Countries

This research examines rural and urban teachers' perceptions of Professional Development (PD) needs. Using a qualitative research design, data were gathered by means of document analysis and semi-structured interviews with 10 rural and 10 urban teachers. The major findings which emerged were, first, the PD needs of rural schools are slightly different from urban schools; secondly, all teachers need PD to sustain the changes made to their teaching practice regardless of their geographical locations; and finally, teachers' collaboration forms the basis of any PD. Overall, both the rural and urban teachers' perception was that effective PD enhances professional practice, which ultimately enhances student learning. This study, by providing information on the PD needs of the rural and urban teachers in Fiji, could be of interest to schools and the Ministry of Education (MoE).
Practicum as Nexus: Using Student Voice to Improve Digital Pedagogy within ITE
Author: Maslin, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Educational Technology,Technology Uses in Education,Technological Literacy,Teaching Methods,Teacher Competencies,Elementary School Teachers,Early Childhood Teachers,Self Efficacy,Practicums,Foreign Countries

A digital dilemma has emerged in Initial Teacher Education (ITE) in which student teachers' (STs) confidence and competence to use actively digital pedagogy has been undermined by a mismatch between digital expectations and the reality of programme experience. This mismatch has a potentially negative impact on a ST's ability to develop confidence in using digital technology as a pedagogical tool. The image of the self-aware, proactive, and confident 'digital native' as graduate is fading. Instead, at least some graduates may be digitally underprepared or even unwilling to face what one graduate described as an &quot;alien invasion of technology&quot;. This 'invasion', which is considered too advanced to understand, seeks to take over educational pedagogy. It typically surpasses the digital ability of both associate teachers (ATs) and STs. This article presents the perspectives of graduating ITE Primary and ECE students from two New Zealand based ITE providers, firstly, about their experiences within their programme of study and how this supported the development of confidence in using digital technology as pedagogy, and secondly, how ITE providers can intervene to prevent the development of the kind of digital mismatch which may undermine student teacher confidence and competence. As a result, two models that potentially can empower practicum experience as the nexus for developing a ST's digital pedagogical confidence for professional application. The first model, 'Practicum as nexus for digital intervention', engages a whole course strategy for ITE to empowering practicum as the nexus for the development of digital pedagogical confidence. The second linked model provides an approach ITE could use to create space in coursework and practicum to safely develop digital pedagogical confidence.
Influential and Intentional Teacher Education: Embodying a Conceptual Framework
Author: Bell, Cathryn
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Preservice Teacher Education,Teacher Competencies,Educational Quality,Program Effectiveness,Holistic Approach,World Views,Aspiration,Student Development,Motivation,Reflection,Teacher Responsibility,Teacher Persistence,Reflective Teaching,Teacher Effectiveness

This paper emerges from the critical thinking, research, and evaluation which informed our most recent programme review during which we debated the question, &quot;How do we educate people for quality teaching in the future?&quot; Drawing on research, stakeholder feedback, and graduate voice, four key influential characteristics are identified. The paper explores some of the implications for the development of teachers who can be effective now and also into the future. Firstly, it is important that the ITE programme is shaped by a research informed Conceptual Framework which is owned and 'lived' by teacher educators and student teachers. Secondly, a holistic developmental approach to teacher development will focus on how student teachers learn to be and become quality teachers. Critical to this reflexive and developmental approach is the disruption of a technicist view of learning and teaching and the development of an alternative image of teaching (Chang-Kredl &amp; Kingsley, 2014; Norsworthy, 2008). Teaching is a most complex endeavour for which student teachers need to develop specific dispositions such as being gracious, being teachable, and being secure. Thirdly, it makes a difference to student teachers' thinking when their developmental journey is contextualised within hopes and realities that are 'bigger than me' and beyond the immediate. In New Zealand, this includes contributing to the aspirations and hopes captured within NZ Curriculum and Te Whariki. A very influential component of ITE to increase the likelihood of this occurring is student teachers' development of a Passionate Creed (LaBoskey, 1994). When they clearly articulate the passion which inspires and motivates them then, through reflective practice, they will know how to nurture and sustain a sense of call, responsibility and commitment to the vocation of teaching through and beyond the specific challenges faced by beginning teachers (Agbenyega, 2012). Fourthly, teacher educators who contribute to development of quality teachers now and into the future do not just talk about the alternative image of teaching (Bell, 2010; Loughran, 2016). They nurture the student teachers' development through a progression where effective pedagogy and reflective practice are modelled and then required. Theory, practice, inquiry and reflection work together in an ever developing 'spiral of learning'. This approach helps student teachers know what they should know and how they should integrate skill and knowledge into practice, but also why each component is included (Biesta, 2009).
For-Profit and Not-for-Profit Participation in the Privatisation of State Schooling
Author: O'Neill, John
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Proprietary Schools,Nonprofit Organizations,Privatization,Government Role,Public Schools,Private Schools,Traditional Schools,School Policy,Governance,Democracy

This article analyses the opening up of state schooling in Aotearoa New Zealand to both for-profit and not-for-profit participation over the last decade. It provides a theoretical framework for thinking about the significance of this development and gives examples of privatisation, concentrating on two case studies in particular. The article argues (i) that state schooling in Aotearoa New Zealand is experiencing a government manufactured crisis; (ii) that government is attempting to reorient popular conceptions of the ideal state schooling system to one in which traditional distinctions between public and private have blurred and been displaced by social enterprise and social investment forms of compulsory schooling provision; and (iii) that traditional forms of state schooling, and schooling policy governance, based on a social democratic charter between the Minister and local communities are being displaced by network governance relations dominated by private sector actors, both for-profit and not-for-profit.
Discourses of Economic Investment and Child Vulnerability in Early Childhood Education
Author: Mitchell, Linda
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Educational Policy,Economic Factors,Economics,Values,Policy Formation,Social Justice,Democratic Values,Access to Education,Educational Finance,Politics of Education,Teaching Methods,Family Involvement,Curriculum,Educational Quality,Free Enterprise System,Social Change,At Risk Students,Economically Disadvantaged

This article explores discourses of economic investment and child vulnerability that have become dominant under New Zealand's National-led Government as a rationale for policy directions in early childhood education. It highlights the need for explicit values about children and childhood to be a basis for early childhood policy development, with a commitment to equity and democratic citizenship being a good place to start. The article draws on policy document analysis, policy evaluations and research to argue that current policies have run counter to a democratic view of citizenship, and led to a swing away from universal approaches to education for all towards targeted interventions for priority children. At the same time, a drive for measurable outcomes is in danger of funnelling early childhood education into narrow goals that bypass a broad view of what education might possibly be. Ideas for future policy directions are discussed.
Higher Education Reforms in Japan
Author: Nonaka, Chrisato
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Global Approach,Competition,Study Abroad,Foreign Students,International Educational Exchange,Educational Policy,Student Motivation,Universities

This article provides a brief overview of Japanese higher education and its recent kokusaika [internationalization] efforts. Chisato Nonaka is originally from Japan and has worked with and in Japanese higher education institutions (hereafter HEIs) for over eight years. Her current research focuses on the identity(ies) of Japanese university students. Sarah Phillips has worked in the field of international education for over 15 years with the past twelve years at Rice University where her work has focused on the development of international research and educational exchange programs between the U.S. and Japan for science &amp; engineering (S&amp;E) students. Her current research focuses on the motivations for participation in and impacts of international experiences for S&amp;E students.
The American Model of the Research University: A Factor Analysis of Arab Gulf and American Student Perceptions
Author: Abid, Samar A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Universities,Models,Student Attitudes,Commercialization,Knowledge Economy,Public Colleges,Values,Arabs,Undergraduate Students,Young Adults,Role of Education,Student Educational Objectives,Foreign Countries,Foreign Students,Western Civilization,Cultural Influences,Global Approach

The effects of globalization have been studied, mainly, from a corporatization perspective (Kleypas and &amp; McDougal 2012) and have used classic economic and academic capitalism theories (Walker 2009), and administrative theoretical frameworks (Barrow, Didou-Aupetit, and Mallea 2003). Such views have contributed to the widespread adoption of a business model of the university that emphasizes knowledge production and the view of education as a commodity (Murphy 2006; de Wit 2011). A common response is the adoption, and in some cases the local adaptation, of the American model of the research university (AMRU) [a model that has its roots in the United Kingdom and is employed in Australia, so it is also referred to as the Anglo-Saxon model of the research university (Teichler 1998; Wanger, Azizova and Wang 2009; Wang and Wanger 2011)]. Within the Arab Gulf region, efforts to emulate the research university model are well documented (Obst and Kirk 2010). This study accordingly assesses the perceptions of Arab Gulf students of the AMRU and compares them to the perceptions of American students.
Implementation of Team Based Learning (TBL) in a Lebanese Medical School
Author: Hawi, Rami
Date: 2017-00-00
Type: Journal Articles
Subjects: Teamwork,Medical Schools,Teaching Methods,Skill Development,Empathy,Cooperative Learning,Medical Education,Problem Solving,Physicians,Foreign Countries,College Faculty,Medical Students,Barriers

Medical education approaches in the United States (US) are being taken to new levels that add a minor change on the traditional lectures, by incorporating not only knowledge in a student but also compassion and teamwork skills. Some of the implemented approaches in the US that are recently being used are Active Learning Groups, Interprofessional Education (IPE), Online Self-Learning Modules, Small Group Discussion, and Team-based Learning (TBL). The practice of the TBL approach is growing to cover most medical schools in the US, as it is considered to be a way to help physicians to become members of the pupils' teams with less hierarchical structure within the traditional classroom and more focus on the acquisition of problem solving skills. Medical universities in Lebanon have incorporated TBL sessions in their curriculum and their students are performing much better through exams rather than following traditional didactic lectures learning. In essence, students claimed that TBL motivated them to study on regular basis and that TBL aides them in actively learning from and teaching peers at the same time, which helped to improve students' performance scores. This paper encourages the implementation of TBL by stating and clarifying the components and usage of the TBL process. In addition, advantages, challenges and recommendations for a good TBL implementation are stated in the discussion to build up a strong argument to implement TBL in a Lebanese medical university.
Commentary: From Beeby to Parata--The Continuing Problem of Inequality of School Achievement
Author: Clark, John
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Achievement Gap,Educational Policy,Educational History,National Standards,Racial Bias,Social Bias,Equal Education,Intervention,Educational Change,Socioeconomic Influences,Environmental Influences,Change Strategies,Government Role,Politics of Education

This commentary article explores one of the most important philosophical problems underlying the inequality of school achievement. If the inequality of school achievement is to be adequately addressed then it must begin with causes. The widely accepted conceptual framework within which the problem and its solutions are framed is the within/beyond school dualism. This commentary reviews New Zealand education policy historically and in recent times to argue for a proximal-distal continuum as a better way to conceptualise the inequality of school achievement.
Selected Issues in Higher Education Policy -- The Case of Denmark and Poland
Author: Dziedziczak-Foltyn, Agnieszka
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Policy,Educational Development,Educational Finance,Educational Quality,Quality Assurance,Equal Education,Research,Innovation,College Faculty,Labor Market,Global Approach,Cultural Differences

Higher education systems in Denmark and Poland are interesting not only due to their distinct stages of historical development, but mainly due to their size and complexity resulting in a particular policy. The main challenges faced by higher education and their corresponding policy directions have been grouped into the following categories: (1) steering tertiary education: setting the right course; (2) matching funding strategies with national priorities; (3) assuring and improving quality; (4) achieving equity; (5) enhancing the role of tertiary education in research and innovation; (6) academic career: adapting to change; (7) strengthening ties with the labour market; (8) shaping internationalisation strategies in the national context; and (9) implementing tertiary education policy. Earlier research by the authors on comparing public policies between Scandinavia and Poland (Dziedziczak-Foltyn and Musial 2009, 2010 and 2015), as well as their hands-on experience with regard to their higher education systems, allows us to narrow down the broad scope of possible comparative analyses and focus on the most striking challenges: steering, quality and internationalisation. In the domain of steering the challenge of finding proper balance between governmental steering and institutional autonomy appears particularly interesting. In the domain of quality we have concentrated on developing quality assurance mechanisms for accountability and improvement. In the domain of internationalisation we found quality across borders particularly worthy of investigation. The article pursues also a more universal goal to signal out a great analytical potential of comparative higher education research even if only two countries are taken into account (Kosmützky 2016; Välimaa 2008).
Learning to Teach in ILES on Practicum: Anchoring Practices for Challenging Times
Author: Nelson, Emily
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Practicums,Teaching Skills,Teacher Competencies,Educational Innovation,Educational Environment,Foreign Countries,Conventional Instruction,Educational Technology,Technology Uses in Education,Space Utilization,Cooperation,Barriers,Teacher Role

With fast-paced and profound change underway in schools, Innovative Learning Environments (ILEs) pose significant challenges for Initial Teacher Education (ITE) programmes also. Even within a preservice programme where preservice teachers spend two days of every week in schools and so are aware of and informally involved in ILAs, these environments and the pedagogies they require pose significant challenges for practicum preparation. In this article we report on a small-scale focus group study that explored how preservice teachers learn to teach in ILEs on practicum. We investigated how they grapple with teaching in ILEs at a time where alignment between our ITE programme and bespoke ILE developments in practicum schools is not assured. Our findings suggest that although ILEs offer preservice teachers new and unfamiliar challenges for practicum, such as orchestrating and taking responsibility for larger, more flexible groupings of learners, ILEs also offer opportunities for enhanced collaborative support and pedagogical responsibility. We also identify key anchoring practices that our preservice teachers utilise to make sense of the unfamiliar with the familiar.
The Collapse of the Broad Curriculum: The Collapse of Democracy
Author: O'Connor, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Standards,Educational Change,Curriculum,Role of Education,Democratic Values,Standardized Tests,Art Education,Democracy,Neoliberalism

The impact of the implementation of National Standards and the continuing focus on the functional aspects of literacy and numeracy in the New Zealand curriculum can be viewed as part of a global neoliberal reform agenda that deliberately constricts and narrows curriculum and pedagogy. Building on a review of the impacts on curriculum by national assessment agendas in other countries, this article considers the impacts on curriculum depth and breadth by the introduction of National Standards in New Zealand. It considers the likely impacts in particular on arts and critical pedagogies, and the implications of these changes on progressive notions of the role of education and democratic citizenship. The article concludes that there is growing empirical evidence that what and how children are taught in New Zealand has narrowed as a result of the implementation of National Standards.