ethanporcaro/eric-fulltext-meta huggingface dataset:
Despairing the Disparity: What Can We Do to Help?
Author: Donaldson, Moni
Date: 2012-00-00
Type: Journal Articles
Subjects: Underachievement,Foreign Countries,Constructivism (Learning),Position Papers,Pacific Islanders,Achievement Need,Indigenous Populations,Cultural Influences,Teacher Role,Culturally Relevant Education,Program Implementation,Educational Improvement,Change Strategies,Educational Change,Aptitude Treatment Interaction,Best Practices

This article is a position paper, based on, and supported by, the extensive literature on the topic of Maori underachievement in education in Aotearoa/New Zealand. It places emphasis on what underachieving Maori students need to reach their full potential and ways in which educationalists can assist. I am of mixed heritage raised amongst three world views--Dalmatian, Maori and Pakeha. I have been fortunate in being exposed to a wide spectrum of environments and cultures, and therefore see, and am seen, through these associated lenses. My involvement in Aotearoa New Zealand education, as both teacher and student, has also provided me with the insight to learn and teach using both Pakeha and Maori approaches. I do not claim that the position I take in this paper is the accepted view of all on Maori underachievement; rather, it is the result of my personal experiences which is also backed by evidence from research literature. The paper argues that effective relationships between home and school, teacher and student, together with a constructivist, cooperative, collaborative approach in the classroom can improve Maori students' achievements and enable them to reach their full potential. It calls for further research focused on Maori students' underachievement to ensure their aspirations are considered and acted upon.
Value-Added Measures of Teacher Candidates' Dispositions
Author: Cosgrove, Maryellen
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Professional Identity,Teacher Education Programs,Student Teacher Attitudes,Beliefs,Program Descriptions,Pretests Posttests,Essays,Attitude Measures,Achievement Gains,Academic Standards,Knowledge Base for Teaching,Benchmarking,Summative Evaluation,Formative Evaluation,Scaffolding (Teaching Technique)

This article describes how a teacher preparation program can positively impact professional dispositions. Pre and post essays from a sample of sixty candidates were qualitatively analyzed to determine the value-added growth of their professional dispositions.
Dismantling the Context and Breaking Free from Contextual Oppositions: How Teacher Education Programs Can Combat Homophobia
Author: Jones, Joseph R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Homosexuality,Qualitative Research,Social Bias,Controversial Issues (Course Content),Language Usage,Language Attitudes,Context Effect,Cultural Context,Classroom Environment,Teacher Attitudes,Secondary School Students,Educational Practices,Educational Strategies,Social Behavior,Discourse Communities,Ambiguity (Context)

In exploring homophobia in schools, the author discusses a qualitative research study conducted with a group of teachers from New York State. The article examines how the group of teachers (participating in professional development program) discusses their perceptions of homophobia in their classrooms and schools. Specifically, the teachers discuss how certain language uses and behaviors (although homophobic) may be appropriate within their classrooms and schools because of their constructed contextual oppositions. These oppositions dictate how they perceive and define homophobia in their schools. The study offers several implications for teacher education programs to consider when addressing homophobia in schools. (Contains 1 table.)
Are Physical Education Majors Models for Fitness?
Author: Kamla, James
Date: 2012-00-00
Type: Journal Articles
Subjects: Tests,Physical Education,Physical Education Teachers,Physical Fitness,Education Majors,College Students,Models,Comparative Analysis

The National Association of Sport and Physical Education (NASPE) (2002) has taken a firm stance on the importance of adequate fitness levels of physical education teachers stating that they have the responsibility to model an active lifestyle and to promote fitness behaviors. Since the NASPE declaration, national initiatives like Let's Move (Obama, 2011) and the U.S. Department of Agriculture's (USDA) Nutrition Standards for School Meals (2012) have further elevated the need for physical education teachers to serve as fitness leaders. In response to this national attention, this study compared fitness levels of Physical Education Teacher Education (PETE) majors to non-PETE majors using six physical fitness tests. The results yielded that PETE majors, with the exception of the one-mile run, are not significantly more fit. Therefore, the timeliness of these results should serve to further raise the awareness of physical education teacher preparation institutions.
Conquering Language Babel in the Classroom
Author: Minichino, Mario
Date: 2012-00-00
Type: Journal Articles
Subjects: Translation,Computer Software,Courseware,Computational Linguistics,Classroom Techniques,Secondary Education,Speech Communication,Speech Curriculum,Computer Software Evaluation,Ethnic Diversity,Natural Language Processing,Programming Languages

This article is an exploration of the available applications for speech to speech real-time translation software for use in the classroom. Three different types of machine language translation (MLT) software and devices are reviewed for their features and practical application in secondary education classrooms.
Writing Groups in Teacher Education: A Method to Increase Scholarly Productivity
Author: Page, C. Steven
Date: 2012-00-00
Type: Journal Articles
Subjects: Productivity,College Faculty,Scholarship,Group Activities,Group Dynamics,Teamwork,Process Approach (Writing),Collaborative Writing,Teacher Education Curriculum,Teacher Education Programs,Educational Strategies,Communities of Practice,Change Strategies

Writing groups have been used in a variety of academic disciplines to support and encourage faculty in their scholarly endeavors. This article gives an overview of the impact a writing group within a Teacher Education department at a teaching institution had on scholarly output over a two year period. The structure of the writing group is shared along with how it might benefit other departments in other institutions interested in increasing scholarly productivity. Benefits of the writing group for the faculty participants included: accountability, structure, collaboration, motivation, and an increase in scholarly productivity. (Contains 2 tables.)
Students' Learning Style Preferences and Teachers' Instructional Strategies: Correlations between Matched Styles and Academic Achievement
Author: Wilson, Mary
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,State Standards,Educational Strategies,Teaching Methods,Cognitive Style,Grade 4,Learning Strategies,Correlation,Aptitude Treatment Interaction,Preferences,Learning Processes,Schematic Studies,Predictor Variables,Academic Records,Social Studies,Language Arts,Science Achievement,Mathematics Achievement,Interest Inventories

The purpose of the current study was to identify the extent to which learning styles influence the educational process as well as the outcome of elementary-age students in terms of academic achievement. This study examined potential relationships between the degree of match (as determined by comparing learning style preferences of students with instructional strategies of teachers) and the academic achievement of fourth grade students as shown by Palmetto Assessment of State Standards scores in the academic content areas of English language arts, mathematics, science, and social studies. The results of this study demonstrate a lack of significant correlation between variables.
Teacher Professional Development through a School-University Partnership. What Role Does Teacher Identity Play?
Author: Trent, John
Date: 2012-07-00
Type: Journal Articles
Subjects: Stakeholders,Conflict,Foreign Countries,Professional Development,Partnerships in Education,College School Cooperation,Professional Identity,Interviews,Second Language Instruction,Empowerment,Discourse Analysis

This study examines the continuing professional development of one group of secondary school English language teachers who participated in a school-university partnership in Hong Kong. Grounded in a framework of teacher identity and using in-depth interviews conducted over the entire 12 month period of the partnership, the study explores the teacher's professional development experiences in terms of their negotiation of membership within and across multiple communities. Results suggest that the teachers' experienced professional development through partnership partly as identity conflict, as they negotiated recognition of the competencies they associated with the partnership within the different communities of teachers in which they participated. It is argued that such identity conflict can inhibit the opportunities for professional development that partnerships potentially offer teacher and schools and that a critical understanding of the contribution of partnerships to the professional development of teachers and other stakeholders within and beyond the partnership is necessary. (Contains 1 table and 1 figure.)
Pre-Service Teachers' Conceptions of Education for Sustainability
Author: Evans, Neus
Date: 2012-07-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,Sustainability,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Phenomenology,Concept Teaching,Program Descriptions,Professional Continuing Education,Ecological Factors,Active Learning,Experiential Learning,Culturally Relevant Education,Lifelong Learning,Familiarity,Knowledge Level,Knowledge Base for Teaching

Environmental education researchers argue that pre-service teachers have a limited understanding of education for sustainability. The research described in this article applies a phenomenographic approach to investigating variations in how a representative cohort of 30 pre-service teachers, at various stages of completing an education degree at a small regional Australian university, understands the concept of education for sustainability. The results distinguish four related but distinctive categories of descriptions: (1) education that is continuous; (2) education about ecological systems and environmental systems; (3) education that is active, hands-on, local and relevant; and (4) education for the future. This paper discusses the four categories of descriptions and their implications. Outcomes of the research were used to inform course content, structure and pedagogies with the intention of more adequately preparing pre-service teachers to implement education for sustainability. (Contains 1 table.)
Evaluation of an In-Service Training Program for Primary-School Language Teachers in Turkey
Author: Uysal, Hacer Hande
Date: 2012-07-00
Type: Journal Articles
Subjects: Program Effectiveness,Language Teachers,Foreign Countries,Teacher Attitudes,Faculty Development,Inservice Teacher Education,Second Language Learning,Second Language Instruction,Interviews,Questionnaires,Elementary School Teachers,Program Evaluation

Despite the critical importance of in-service education programs (INSETs) for teachers' on-going professional development, educators often report problems concerning many INSETs. However, due to lack of systematic evaluation studies of INSETs in especially language education field, specific problems in these courses cannot be diagnosed, and they are left unresolved. The present study, therefore, evaluates a one-week INSET offered by the Turkish Ministry of Education to explore its sustained impact on language teachers' attitudes, knowledge-base, and classroom practices. The program is first evaluated against the criteria for effective INSETs suggested by previous literature. Then, data are gathered through course materials analysis, interviews with trainers and teachers, and through a questionnaire distributed to 72 teachers 18 months after the course ended. Findings indicate that although the teachers' attitudes are positive towards the course in general, the program has limitations especially in terms of its planning and evaluation phases, and its impact on teachers' practices. Implications for future INSETs will be provided based on the findings. (Contains 4 tables.)
Motivation and Quality of Work Life among Secondary School EFL Teachers
Author: Baleghizadeh, Sasan
Date: 2012-07-00
Type: Journal Articles
Subjects: Secondary School Teachers,Language Teachers,Correlation,Job Satisfaction,Teacher Motivation,English (Second Language),Second Language Learning,Interviews,Quality of Working Life,Second Language Instruction,Teacher Attitudes,Foreign Countries

This study set out to investigate the relationship between quality of work life and teacher motivation among 160 secondary school English as a foreign language (EFL) teachers in Tehran, Iran. In addition, 30 of the participants were randomly selected to take part in follow-up interviews which asked why they felt the way they reported. The results revealed that the participants enjoyed a medium level of quality of work life and experienced a medium-to-low level of motivation. In addition, a significant relationship was found between motivation and quality of work life categories. Furthermore, the subscales of the quality of work life that best predicted teacher motivation were identified. The findings of this study have implications for teacher educators and educational decision makers in bringing about higher levels of motivation and quality of work life among English language teachers. (Contains 6 tables.)
Lack of Men, Flame Throwers and Rabbit Drives: Student Life in Australia's First Rural Teachers College 1945-1955
Author: Potts, Anthony
Date: 2012-07-00
Type: Journal Articles
Subjects: Student Attitudes,Rural Education,Foreign Countries,Schools of Education,Rural Schools,Teaching (Occupation),Teacher Education,Males,Females,Rural Areas,Higher Education

This article examines student life in an Australian rural teachers college. The paper is informed by studies on university student life and extends these to Australia's first rural teachers college in the period 1945-1955. It explores the diversity of students' experiences in a small college with predominately female students gradually supplemented by male students. It looks at staff student relations in a college struggling to train teachers for rural Australian towns in the immediate post World War II period. While these rural students' lives were similar to those portrayed in the standard histories of teacher education students were well aware of the basic nature of the curriculum and were not uncritical of it. However, they viewed what was offered as feasible given the circumstances. Their life at college was broadening and fulfilling and led to rewarding careers that enabled them to make not insignificant contributions to the teaching profession. (Contains 1 figure.)
The &quot;Voices&quot; of Beginning Teachers in Malaysia about Their Conceptions of Competency: A Phenomenographic Investigation
Author: Goh, Pauline Swee Choo
Date: 2012-07-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,Beginning Teachers,Investigations,Teaching (Occupation),Competence,Research Methodology,Interviews,Standards,Classroom Techniques,Teacher Education

This study gave &quot;voice&quot; to 18 beginning teachers in Malaysia about their own teaching competences within their teaching profession through a phenomenographic investigation. The aim of the study was to discover what beginning teachers themselves conceive as competence in relation to what they did everyday as teachers. These beginning teachers were interviewed and the transcripts analysed to reveal how they conceived the phenomenon of competence. The results showed that beginning teachers' conceptions of competence fell into five qualitatively different categories: (i) classroom and behaviour management, (ii) knowing subject matter, (iii) reaching out for assistance and support, (iv) understanding students and (v) possessing values of professionalism. This study could serve as a platform to further extend beginning teachers' understandings of the teacher profession, and to provide them more possibilities to extend their competences to enable them to continuously develop and create opportunities for their own students. (Contains 1 figure.)
How Can Schools Support Beginning Teachers? A Call for Timely Induction and Mentoring for Effective Teaching
Author: Hudson, Peter
Date: 2012-07-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teaching Methods,Feedback (Response),Mentors,Beginning Teachers,School Culture,Pedagogical Content Knowledge,Beginning Teacher Induction,Questionnaires,Interviews,Educational Needs,Needs Assessment,Delivery Systems,Educational Practices,Teacher Surveys,Achievement Rating,Barriers,School Support,Teacher Improvement,Improvement Programs,Foreign Countries

Induction programs largely focus on informing the beginning teacher about the school culture and infrastructure yet the core business of education is teaching and learning. This qualitative study uses a survey, questionnaire, and interviews to investigate 10 beginning teachers' needs towards becoming effective teachers in their first year of teaching. Findings were synonymous with studies in other countries that showed they required more support in the induction process, particularly around the school context, networking, managing people, and creating work-life balances. It also found that these beginning teachers required more support in school culture and infrastructure with stronger consideration of developing teaching practices, such as: pedagogical knowledge development and behaviour management. It highlighted willing and capable assigned mentors who can model practices and provide feedback on the beginning teachers' practices as pivotal to induction and mentoring processes. (Contains 6 tables and 1 figure.)
Nintendo Wii: Opportunities to Put the Education Back into Physical Education
Author: Perlman, Dana
Date: 2012-07-00
Type: Journal Articles
Subjects: Physical Education,Physical Education Teachers,Expertise,Educational Opportunities,Educational Games,Educational Technology,Movement Education,Cognitive Development,Teacher Education Programs,Performance Based Assessment,Fundamental Concepts,Case Studies,Interviews,Focus Groups,Video Games,Game Theory,Sport Psychology,Instructional Materials,Instructional Material Evaluation,Foreign Countries

Movement-based gaming technologies, such as the Nintendo Wii, are becoming more visible within the physical education. As research on movement-based technologies develops, an aspect that has gained interest is the potential educational value for the physical education student. The purpose of this study was to examine movement-based sport games and the potential learning opportunities (i.e. game performance elements) for physical education students. Using qualitative measures, experts in the field of physical education teacher education analyzed the game performance opportunities across multiple sport-based games. Findings indicated that movement-based games provide opportunities to develop and work on the cognitive understanding of sport and games. (Contains 2 tables.)
Dead Certainty? The Case for Doubt in Teacher Education
Author: Schuck, Sandy
Date: 2012-08-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Educators,Teacher Education Programs,Accountability,Education,Foreign Countries,Credibility

In this conceptual paper we discuss the value of doubt in teacher education for ourselves and, by implication, more broadly. We develop an argument for the value of doubt in teacher education that grows out of the recognition of the complexity of teaching. We interrogate meanings of doubt in this context and debate the value of doubt and certainty. We also indicate the challenges of fostering and nurturing doubt in teaching and teacher education. We suggest that doubt is a necessary element of teacher education as its presence helps to prepare our students for their careers as teachers in a complex and uncertain world. It is also more fundamentally honest than a professed certainty on the part of the teacher educator.
Turkish Pre-Service Teachers' Perceived Self-Efficacy Beliefs and Knowledge about Using Expository Text as an Instructional Tool in Their Future Classroom Settings
Author: Yildirim, Kasim
Date: 2012-08-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Self Efficacy,Foreign Countries,Correlation,Beliefs,Preservice Teachers,Teacher Education,Teacher Education Programs,Expository Writing,Reading Instruction,Literacy,Academic Achievement,Statistical Analysis

The aim of this research was to examine Turkish pre-service teachers' knowledge and perceived self-efficacy beliefs toward using expository text as an instructional tool in their future classroom settings. The research sample were 346 pre-service teachers who studied in different teacher preparation programs which included elementary classroom and middle content classrooms (for example, science, social studies and Turkish language arts) teaching professions. A teacher efficacy inventory and a knowledge test about using expository text were developed and administered to the pre-service teachers in a public university in Turkey. The research findings showed that there was a small but positive correlation between the pre-service teachers' self-efficacy beliefs scores and the knowledge test scores in spite of the small correlation coefficient between the two variables. In addition, the pre-service teachers rated their self-efficacy beliefs as efficacious in using expository texts in their future classrooms. They also identified themselves as having medium level knowledge about use of expository text. Results indicated that while there was not any significant difference regarding pre-service teachers' perceived self-efficacy mean scores in terms of gender, the pre-service teachers' knowledge mean scores about using expository text differed from each other according to gender. Moreover, findings revealed that the pre-service teachers' perceived self efficacy beliefs and knowledge varied significantly from each other according to their training programs. The pre-service teachers' knowledge had significant differences among course years, in contrast to this, their perceived-self efficacy beliefs did not differ from each other according to course year. Additionally, the interaction between course year and training programs had significant effect on the teachers' perceived self-efficacy beliefs and knowledge about using expository text. (Contains 2 tables.)