ethanporcaro/eric-fulltext-meta huggingface dataset:
Chinese Students' Perception of Out-of-Class Groupwork in Australia
Author: Li, Dongmei
Date: 2010-12-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Practices,Foreign Countries,Learning Experience,Cooperative Learning,Teamwork,Interviews,After School Programs,Aptitude Treatment Interaction,Foreign Students,Goal Orientation,Group Experience

Despite increasing number of mainland Chinese students studying in western tertiary settings, there is limited information available on their learning experiences and responses to popular educational practices in these contexts. There is an assumption in the literature that Chinese students respond well to the collaborative demands of groupwork due to the collectivist nature of their culture, however there are few reports to substantiate this claim. This paper reports on mainland Chinese students' perception of groupwork in two Australian tertiary settings. Thirteen students from mainland China were interviewed on their groupwork experiences. All interviews were completed in either Mandarin or Cantonese. Two types of groupwork were identified: assignment groupwork (AGW) and student generated groupwork (SGGW). Three criteria for collaboration: level of interaction, construction of knowledge and a shared goal were used to search for signs of collaborative elements in the Chinese students' recall of their groupwork experience. Indicators of collaboration were identified in the reports of AGWs but were less consistent in SGGWs. The findings of this study suggest that Chinese students perceive out-of-class groupwork in an Australian context as a positive learning experience, reporting enhanced understanding of academic contents, application of knowledge and socializing with other Chinese students. (Contains 1 table.)
Critiquing Scholarship as Formal Review: The Role and Responsibilities of Readers for Academic Journals
Author: Nelson, Thomas
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Guidelines,Periodicals,Teaching Methods,Scholarship,Writing for Publication,Faculty Publishing,Editing,Peer Evaluation,Teacher Education

This article describes the various components of a successful review from the standpoint of a veteran journal editor and encourages, in particular, young scholars to consider, if they have not already done so, becoming active participants not only in the authoring of scholarly work, but also as reviewers in the peer review process that is part of the publication of scholarly journals. The author intends to help clarify the processes associated with the reviewing of scholarly papers for consideration for publication in academic journals. Specifically, he focuses on the role and responsibilities of reviewers of scholarship in the field of theory, research, and practice in teacher education. He offers present and future readers a thoughtful approach to becoming engaged in the critique of scholarly work at the pre-publication level. He presents a set of guidelines that offer supportive and constructive feedback to authors who have submitted their manuscripts to academic journals.
An Analysis of the Factors that Influence Preservice Elementary Teachers' Developing Dispositions about Teaching All Children
Author: Mueller, Mary
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Classroom Techniques,Student Teacher Attitudes,Vignettes,Influences,Teacher Education Programs,Student Characteristics,Student Diversity,Social Influences,Cultural Differences,Stereotypes,Social Attitudes,Field Experience Programs

This study assesses and determines the factors that influence dispositions. To assess dispositions, the authors developed a series of micro-case scenarios. Their prior research showed the effectiveness of using scenarios to assess dispositions, but the authors also sought to understand the factors that influence dispositions. In this article, they describe the ways in which they used scenarios and present the findings of the analysis of candidates' responses. They examine experiences that influence candidates' dispositions, the role that teacher education plays in dispositional development, and the ways in which these findings can inform teacher preparation programs in their efforts to prepare candidates to work with diverse students. (Contains 1 figure.)
Self-Perceived Dispositions that Predict Challenges during Student Teaching: A Data Mining Analysis
Author: Masunaga, Hiromi
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teaching,Knowledge Base for Teaching,Teaching Skills,Hypothesis Testing,Self Efficacy,Models,Teacher Behavior,Teacher Characteristics,Academic Standards,Predictive Measurement,Student Teacher Attitudes,Teacher Surveys,Performance Factors,Barriers

In light of the issue related to consensus about the definition of dispositions and the larger issue pertaining to the absence of a model to predict the growth of pre-service teachers in their knowledge, skills, and dispositions that Teacher Performance Expectations (TPEs) specify, the purpose of this study is two-fold. First, the authors aim at testing the hypothesis that teacher candidates who faced challenges in student teaching had lower self-rating scores of teacher dispositions, or lower degrees of alignment between disposition and standards, than their counterparts who did not face challenges in student teaching. Second, this study aims at developing an explanatory model to predict teacher candidates' effectiveness in student teaching based on their assessed disposition. The disposition survey in this study directly reflected the dispositional requirements of California's TPEs. To the degree that one's student teaching mimics one's later professional classroom instruction, it would be useful to have a model to predict teacher candidates' success or challenges in student teaching. The teacher education community in particular would be better able to develop programs that would prepare competent and caring classroom teachers. Such a predictive model would also provide teacher candidates with a template for a periodical check on whether or not and how they have aligned their dispositions to standards. (Contains 3 tables and 1 figure.)
Defining the Job of University Supervisor: A Department-Wide Study of University Supervisor's Practices
Author: Steadman, Sharilyn C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Schools of Education,Supervisors,Supervisory Methods,Educational Practices,Student Teacher Supervisors,Questionnaires,Transcripts (Written Records),Content Analysis,Self Disclosure (Individuals),Teacher Surveys,Teacher Educators,Job Analysis

As prior secondary teachers, the authors had served as cooperating teachers for student teachers and had worked with university supervisors from local colleges and universities, and during their graduate work at different universities, they had supervised the student teachers themselves. Consequently, the authors, as well as most participants in teacher education, were quite familiar with the use of the term &quot;university supervisor&quot; to describe the individual who oversees student teachers' work and represents the university during teacher candidates' internship in the K-12 schools. As they discussed their prior work with student teachers, however, they discovered that, although they had had similar experiences, their practices were certainly not identical. This finding prompted them to question the notion of universality in the practices of university supervisors. They wanted to determine whether there was clear understanding, not only across the nation but even within one department, of what a university supervisor actually does. This study explores how individual university supervisors, operating within a teacher education department of a college of education at a large public U.S. institution, valued, defined, and enacted their supervision of student teachers. (Contains 4 tables and 1 note.)
Changes over Time in Faculty Attitudes, Confidence, and Understanding as Related to Program Assessment
Author: Haviland, Don
Date: 2011-00-00
Type: Journal Articles
Subjects: Program Improvement,Program Effectiveness,Workshops,Data Collection,College Faculty,Program Evaluation,Teacher Role,Student Evaluation,Self Efficacy,Cooperation,Outcomes of Education,Professional Development,Teacher Attitudes,Knowledge Level,Teacher Education

This article examines the sustained impact of a workshop series held to support faculty engagement in program assessment in the College of Education at California State University, Long Beach. The four-part series, held monthly during spring 2008, was intended to enhance faculty understanding of their role in assessment of student learning at the program level, build confidence in their ability to participate in program assessment, and nurture attitudes that such participation was worthwhile. The workshops brought together faculty from across the college and facilitated work with colleagues within academic programs. Workshop participants collaborated to identify student learning outcomes (SLOs) at the program level, determine appropriate evidence to assess each SLO, create rubrics for signature assignments measuring SLOs, and explore ways to interpret and use student performance data for program improvement. Workshops were sequential around focused goals. For instance, learning how to write SLOs led to identifying ways of assessing outcomes that, in turn, led to exploring ways of using data in program improvement discussions. The same outside expert presented at each workshop, leading a one-hour discussion on the topic, followed by two hours for faculty members to collaborate to apply the knowledge and skills covered by the presenter. In this article, the authors explore the long-term impact of this professional development series on faculty participants' attitudes, confidence, and understanding as related to program assessment. In the study, the authors employ a hierarchical linear model to examine whether the immediate impact was sustained and how it evolved over time. (Contains 3 figures and 2 tables.)
Parenting a Child with Learning Disabilities: A Viewpoint for Teachers from a Teacher and Parent
Author: Gross, Carol M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Child Rearing,Young Children,Student Needs,Student Behavior,Symptoms (Individual Disorders),Disability Identification,Teachers,Personal Narratives

When the author adopted her son, she was an early childhood educator with a Master's Degree who had taught young children for eight years and directed a child care and infant-toddler center for seven. She thought she knew something about children. Actually, she had a great deal to learn. It took years for her to learn about his needs. He slowly teaches her, but it took time to understand what his behavior was telling her, how to listen to the underlying messages and filter out her own wishes. Perhaps even more than these typical parenting questions, it took time for her to recognize the signs of a learning disability. In this article, the author offers the story of this journey from the perspective of a parent who is also a teacher, in the hope of evoking in other teachers new, perhaps deeper, understanding for the child and the family who are dealing with learning disabilities.
Photography for Teacher Preparation in Literacy: Innovations in Instruction
Author: Cappello, Marva
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Photography,Student Attitudes,Literacy Education,Teaching Methods,Educational Innovation,Experiential Learning,Neighborhoods,Student Projects,Critical Thinking

New graduate students in Curriculum and Instruction at San Diego State University reacted with surprise when they discovered that the syllabus indicated no requisite textbook. Instead, access to a camera was required. This was during one summer semester when the author had the opportunity to teach a course entitled "Innovations in Instruction." Her broad goals for the course focused on experienced-based and student-centered learning. This article describes the students' experiences and the author's practice around one major course assignment, "The Neighborhood Alphabet Book," developed to effectively demonstrate course objectives. In this article, the author outlines the project context and procedures, describes the learning outcomes, and reflects with the students on the transferability of the educational task. (Contains 2 figures.)
Enhancing Students' Attitude towards Nigerian Senior Secondary School Physics through the Use of Cooperative, Competitive and Individualistic Learning Strategies
Author: Akinbobola, Akinyemi Olufunminiyi
Date: 2009-02-00
Type: Journal Articles
Subjects: Student Attitudes,Learning Strategies,Physics,Cooperative Learning,Statistical Analysis,Sampling,Gender Differences,Teaching Methods,Secondary School Students,Secondary School Science,Questionnaires,Competition,Foreign Countries,Scientific Concepts

The study was conducted to find out the attitude of students towards the use of cooperative, competitive and individualistic learning strategies in Nigerian senior secondary school physics. The design selected for this study was quasi-experimental. A total of 140 students took part in the study and they were selected by a random sampling technique. A structured questionnaire titled Students' Attitude Towards Physics Questionnaire (SATPQ) on 4-point scale was used to collect the data. The Students' Attitude Towards Physics Questionnaire (SATPQ) was validated and trial-tested to establish reliability using Cronbach Alpha. The instrument had a coefficient of internal consistency of 0.86. Analysis of Variance (ANOVA) was used in analyzing the data. The result of the findings showed that cooperative learning strategy was the most effective in facilitating students' attitude towards physics. This was then followed by competitive strategies with the individualistic learning strategies being seen to be the least facilitative. The results also showed an insignificant gender difference in the attitude of students toward physics when taught with cooperative, competitive and individualistic learning strategies. Consequently, it is recommended that cooperative learning strategy should be used in schools to facilitate students' attitude towards physics. (Contains 4 tables.)
In-Service Teacher Training in Japan and Turkey: A Comparative Analysis of Institutions and Practices
Author: Bayrakci, Mustafa
Date: 2009-02-00
Type: Journal Articles
Subjects: Feedback (Response),Qualitative Research,Foreign Countries,Comparative Analysis,Inservice Teacher Education,Cross Cultural Studies,Interviews,Teacher Collaboration,Faculty Development,Models,Teaching Experience,Program Effectiveness

The purpose of this study is to compare policies and practices relating to teacher in-service training in Japan and Turkey. On the basis of the findings of the study, suggestions are made about in-service training activities in Turkey. The research was carried using qualitative research methods. In-service training activities in the two education systems were investigated through visits to the educational institutions and semi-structured interviews. The study indicates that the most important problems facing in-service training activities in Turkey are a lack of professional staff, no collaborative partnerships between teachers, no provision for feedback and no systematic in-service training model. (Contains 1 table.)
The Perceptions of Secondary Teachers and Students about the Implementation of an Inclusive Classroom Model for Students with Mild Disabilities
Author: O'Rourke, John
Date: 2009-02-00
Type: Journal Articles
Subjects: Mild Disabilities,Social Experience,Teaching Methods,Secondary School Teachers,Secondary School Students,Attitude Measures,Student Attitudes,Teacher Attitudes,Inclusion,Mainstreaming,Regular and Special Education Relationship,Program Effectiveness,Peer Relationship,Foreign Countries,Student Interests,Cooperative Learning,Team Teaching

This research used qualitative methods to gather the perceptions of regular classroom teachers and students with and without mild disabilities (MD) about an inclusive program implemented in three separate classrooms and designed to enhance both the academic and social engagement of a small number of students with MD. Teachers acknowledged that these strategies resulted in improvements in their classroom approach and in positive outcomes for students. Two of the three teachers considered that the strategies resulted in limited academic gains, but provided opportunities for students with MD to enhance their social experience. All students were positive about certain changes to their classroom, particularly in working with their peers, but did not see the classroom teachers' instructional methodologies as being different, despite a series of changes to the classroom pedagogy. Teacher and student discussions about the strategies implemented are presented and the implications for practice, teacher education and future research are discussed. (Contains 1 table.)
Why Educators Should Bring an End to Pedagogy
Author: Webster, R. Scott
Date: 2009-02-00
Type: Journal Articles
Subjects: Professional Autonomy,National Curriculum,Foreign Countries,Pedagogical Content Knowledge,Teaching Methods,Teacher Education Programs,National Standards,Teacher Competencies,Teaching (Occupation),Educational Philosophy

As Australia is moving towards a national curriculum there are also activities to nationalise teacher education. This involves various departments of state and federal governments, third-party bodies funded by government such as the Curriculum Corporation and Teaching Australia, and non-government organisations such as the Business Council of Australia. These agencies are producing models and principles which aim on establishing standards of best practice for how they want teachers to teach. Within all of this activity the term &quot;pedagogy&quot; is often employed to represent aspects of these best practices. Examples include &quot;productive pedagogies&quot;, &quot;new pedagogies&quot;, &quot;pedagogical content knowledge&quot; and &quot;pedagogical strategies&quot;. However these are all means only without any end purposes which identify them as being valuable for education. In this paper I will argue that in order to have educative value teachers themselves must exercise a degree of professional autonomy to bring their own end purposes to their choice of pedagogy.
The Call to Critique "Common Sense" Understandings about Boys and Masculinity(ies)
Author: Dalley-Trim, Leanne
Date: 2009-02-00
Type: Journal Articles
Subjects: Males,Masculinity,Criticism,Self Concept,Classroom Environment,Gender Differences,Sex Role,Stereotypes,Interpersonal Relationship,Behavior Patterns

This paper is founded upon the premise that "common sense" understandings about boys persist within schools and, given this continuing circulation of such understandings, advocates the need to critique such conceptualising. It does so on the grounds that such understandings, and the essentialist discursive knowledges informing these, fail to take account of the complex and multifarious ways in which boys come to construct themselves as masculine subjects. In demonstrating the short-comings of such "common sense" understandings, and indeed to need to call these into question, the paper examines the ways in which a group of boys took up positions of dominance within their classroom and, more specifically, focuses upon the ways in which they came to perform as embodied masculine subjects. In doing so, it explores the repertoire of practices, or range of performance techniques, mobilised by these boys--a repertoire constituted by, and constitutive of, hegemonic versions of masculinity.
Examining the Teacher Efficacy and Achievement Goals as Predictors of Turkish Student Teachers' Conceptions about Teaching and Learning
Author: Eren, Altay
Date: 2009-02-00
Type: Journal Articles
Subjects: Student Teachers,Teacher Effectiveness,Self Efficacy,Academic Achievement,Goal Orientation,Foreign Countries,Predictor Variables,Student Teacher Attitudes,Teacher Education,Student Motivation,Correlation,Questionnaires,Regression (Statistics)

Based on the fact that the relationships among student teachers' efficacy beliefs, achievement goals, and conceptions about teaching and learning has remained to be investigated to date, this study aimed to examine student teachers' efficacy beliefs and achievement goals as predictors of their conceptions about teaching and learning. Results of the present study showed that student teachers' conceptions about teaching and learning are significantly predicted by their efficacy beliefs and achievement goals. Results also demonstrated that the effects of student teachers' efficacy beliefs and motivational beliefs on their conceptions about teaching and learning vary as a function of the fields of study, indicating that the effects of both efficacy beliefs and motivational beliefs on student teachers' conceptions about teaching and learning are domain-specific. Overall results of the study suggested that the relationships among teacher efficacy, motivational beliefs, and conceptions about teaching and learning are not negligible. Implications for teacher education and directions for future studies were also discussed. (Contains 2 tables.)
Reading in the Hyperconnected Information Era: Lessons from the Beijing Ticket Scam
Author: Ruth, Alison
Date: 2009-03-00
Type: Journal Articles
Subjects: Web Sites,Information Literacy,Reading Skills,Deception,Foreign Countries

In this paper I argue that the kinds of literacy needed for making sense of information on websites is more nuanced and embedded in our everyday context that we are currently providing for learners. The kinds of analysis of websites which allow the processing of information in context are presented. This is demonstrated by an analysis of a scam site, which sold non-existent tickets to the Beijing Olympics and a description of a phishing attempt at Twitter. The skills required to understand information presented on the web have evolved far quicker than the parallel shifts in road safety skills, and people are now required to read web sites contextually if they are to be able to make informed decisions about information available on the World Wide Web. It is proposed that this is achieved through education rather than filtering out undesirable information. (Contains 4 footnotes and 4 figures.)
Transformational Learners: Transformational Teachers
Author: Jones, Marguerite
Date: 2009-03-00
Type: Journal Articles
Subjects: Self Efficacy,Transformative Learning,Reflective Teaching,Teaching Methods,Teacher Education,Learning Processes,Learning Theories,Learning Strategies,Inquiry,Reflection,Cognitive Processes,Foreign Countries,Educational Practices

Transformational learning, according to Mezirow (1981), involves transforming taken-for-granted frames of reference into more discriminating, flexible &quot;habits of mind&quot;. In teacher education, transformative learning impacts on the development of students' action theories, self-efficacy and professional attributes. Although considered imperative to reflective practice, not all students take a transformative, &quot;double-loop&quot; approach to learning; reflexive and adaptive learning are also identifiable. This paper discusses the integration of the three learning approaches in the conceptualisation of LEARnT Theory (Jones, 2008), whereby Learning evolves as: Efficacy informs Actions, and Reflection impacts Theory building. LEARnT integrates reflexive, adaptive and transformative approaches. In Reflexive approaches, learning is restricted, action theories remain covert, efficacy remains stable and actions are automated. In Adaptive learning, reflection is &quot;single-loop&quot; in nature; it involves the modification of concepts whilst maintaining existing schema; theories of action, efficacy and behaviours may alter. LEARnT theory provides a challenging paradigm for a larger study into teacher education student learning approaches. (Contains 4 figures.)