ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Undergraduate Student Teachers&apos; Conceptions of Guided Inductive and Deductive Teaching Approaches
Author: Ndemo, Zakaria
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Undergraduate Students,Student Teachers,Student Teacher Attitudes,Teaching Methods,Discovery Learning,Secondary School Teachers,Inservice Teacher Education,Interviews,Pedagogical Content Knowledge,Content Analysis,Qualitative Research,Data Analysis

This contribution aimed at developing an understanding of student teachers' conceptions of guided discovery teaching approaches. A cross-sectional survey design involving eleven secondary mathematics teachers who had enrolled for an in-service mathematics education degree was used to address the research question: What are undergraduate student teachers' conceptions of deductive and inductive teaching approaches? Task-based interviews were used in conjunction with oral interviews as settings for unravelling students' conceptions of the two teaching approaches. Drawing in part from Ausbel's learning theory and Tall's notion of a met-before, the study also aimed at assessing the students' level of grasp of fundamental limitation of empirical explorations despite many benefits associated with them such as helping in identifying patterns, use in formulation and communicating of conjecture, and providing insights on what needs to be solved. Verbatim transcriptions from follow up interviews and textual data from task based interviews were subjected to directed content analysis to infer meaning about students' conceptions of guided teaching approaches. Qualitative data analysis using in part Robert Moore's notion of concept usage uncovered conceptual limitations that include inconsistencies in student teachers' definitions of the teaching approaches, use of specific examples instead of arbitrary mathematical objects in illustrating analytic teaching. Limitations identified should be given attention by mathematics educators in order to increase understanding of the approaches among teachers. Research studies into factors contributing to limitations identified can go a long way in improving the teaching and learning of school mathematics.
Creating Space for Teacher Activism in Environmental Education: Pre-Service Teachers&apos; Experiences
Author: Campigotto, Rachelle
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Preservice Teacher Education,Elementary Secondary Education,Interdisciplinary Approach,Preservice Teachers,Activism,Volunteers,Student Attitudes,Student Needs,Phenomenology,Questionnaires,Semi Structured Interviews,Identification (Psychology),Teacher Role

Ontario, Canada mandates integrating environmental education (EE) into all subject areas from K-12, but pre-service teachers receive little to no instruction on how to do so. This study focusses on the experiences of 13 pre-service students who demonstrated their passion for EE through their own activism and volunteerism. Findings include the participants' definition of activism, lack of acknowledgement of activist experiences within the program, and participants' worries about being positioned as radical. Further, participants expressed a need for support, space, and time within the pre-service program to discuss these experiences and share ideas and resources within the teacher community. Suggestions to augment teacher education programs and for further research are provided.
Recultivating Intergenerational Resilience: Possibilities for &quot;Scaling DEEP&quot; through Disruptive Pedagogies of Decolonization and Reconciliation
Author: Williams, Lewis
Date: 2017-00-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,Indigenous Populations,Epistemology,Resilience (Psychology),Intergenerational Programs,Activism,Transformative Learning,Personal Narratives,Reflection

In the face of declining human-ecological systems, as well as intercultural and interspecies trauma, we are currently witnessing a renaissance of activist-orientated environmental education. In Canada, this work is increasingly viewed as part of a broader healing response of &quot;DEEP&quot; reconciliation work between Indigenous and non-Indigenous Peoples, and ultimately humankind and the planet. This article locates these themes of healing human-ecological trauma and Indigenous-non-Indigenous relationships, within the work of the International Resilience Network (IRN)--a community of practice which aims to collectively impact social-ecological resilience, in part through transformative pedagogical practices which simultaneously support Indigenous resurgence and develop epistemological and relational solidarity between Indigenous and non-Indigenous Peoples. Through our story of the IRN's inaugural summit, we share our learnings of such pedagogical practices amidst the tensions and paradoxes inherent within a decolonizing agenda.
Place-Based Environmental Education in the Ontario Secondary School Curriculum
Author: Mnyusiwalla, Laila
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Place Based Education,Environmental Education,Secondary School Curriculum,Enrollment Trends,Elective Courses,Expectation,Content Analysis,Curriculum Evaluation,Required Courses,Field Studies,Outcomes of Education,Educational Practices

This study reviews the Ontario secondary school curriculum in light of recommendations made by the 2007 Bondar Report, &quot;Shaping Our Schools, Shaping Our Future.&quot; It analyzes curriculum expectations and enrollment data for the purpose of reporting upon and providing recommendations for place-based environmental education. The extent and prescriptiveness of the coverage of place-based environmental education by subject, course, grade, and course progression or pathway are presented. Environmental education in Ontario does not have its own discrete compulsory courses and despite having been &quot;embedded&quot; in the curriculum, the important arenas of place-based environmental education are being applied inconsistently across the compulsory curriculum. Poor enrollment in electives shows that the focus of students remains elsewhere, fracturing progression of environmental education in Ontario's secondary schools.
Microteaching: &quot;An Introspective Case Study with Middle School Teachers in New York City Public Schools&quot;
Author: Birney, Lauren B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Schools,Urban Schools,Case Studies,Middle School Teachers,Science Instruction,Science Teachers,Microteaching,Curriculum,Teaching Methods,Disadvantaged Youth,STEM Education,Ecology,Environmental Education,Faculty Development,Hands on Science,Conservation (Environment),Natural Resources,Scoring Rubrics,Workshops,Communities of Practice,Feedback (Response),Program Effectiveness

The purpose of this study was to investigate the potential impacts of microteaching on experienced teachers participating in the Community Enterprise for Restoration Science (CCERS) Teaching Fellowship at Pace University as part of a National Science Foundation-funded research project on the education model known as the Curriculum and Community Enterprise for Restoration Science (CCERS). The program builds a learning community of teachers in the fellowship program as they participated in monthly workshops in cohorts and continuously interact with each other during the two years of the program. Each teacher in Cohort 1 of the CCERS Fellowship was required to provide a brief lesson that they have used in the classrooms from the CCERS curriculum. Generally, the Teaching Fellows' micro-lessons contained appropriate objectives presented to the class aligned well to the objectives of the CCERS initiative, which focused on harbor restoration learning within a STEM context. By conducting field studies at restoration stations that students set up near their schools, students across all schools learned about the biology, chemistry, ecology and history of the Hudson River. In addition to teaching science content, all teachers incorporated lessons on helping students to develop literacy strategies to build vocabulary. The microteaching modules allowed for teachers to gain insight as to how the curriculum was being implemented into other teachers' classrooms. It permitted for teachers' exposure to the various teaching methods and resources being used to assist underrepresented students and students where English is a second language.
Combined Application of Study Design and Case-Based Learning Comprehensive Model in Epidemiology Teaching
Author: Shi, Xiuquan
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Epidemiology,Teaching Models,Instructional Effectiveness,Undergraduate Students,Medical Education,Interviews,Qualitative Research,Statistical Analysis,Research Design,Foreign Countries,Scores,Comparative Analysis

This paper aims to conduct the SD-CBL (study design with the case based learning, SD-CBL) in Epidemiology teaching and evaluate its effect. Students from five classes were recruited, and a combined comprehensive teaching model of SD-CBL was used in the &quot;Injury Epidemiology&quot; chapter, while other chapters in &quot;Epidemiology&quot; curriculum were using a teaching model of case based learning (CBL) only or single PowerPoint (ppt) teaching (it was considered as a traditional teaching in many universities). In the final of the semester, the effects of these three teaching models were compared in different majors and different students source. We found that SD-CBL comprehensive teaching model was better than ppt only and CBL teaching methods (P&lt;0.001, P = 0.007), and the significant differences were found in the increased scoring rate between different majors and different students source (P&lt;0.001, P = 0.015). Thus, we concluded that the SD-CBL teaching model is effective and worth to promote in &quot;Epidemiology&quot; teaching, especial in chapters of epidemiology application. Moreover, it is recommended to conduct SD-CBL teaching model in students, who are major in medicine and have good science basis.
Cultivating an Aesthetic Sensibility and Activism: Everyday Aesthetics and Environmental Education
Author: Hurren, Wanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Activism,Aesthetics,Environmental Education,Poetry,Photography,Conservation (Environment),Natural Resources,Geographic Regions

The place of activism in environmental education is an ongoing conversation among educators. In this article I highlight an area that has received minimal attention within that conversation: aesthetics and activism. While activism can be enacted at the personal and public levels, I focus on the personal level of activism as I discuss links between everyday aesthetics and activism and the importance of cultivating an aesthetic sensibility. I then share narrative, poetic, and photographic excerpts from a mapwork project titled &quot;Bodies of Water: Partial Companion to a Prairie Atlas.&quot; This project enacts aesthetics and activism on a local, everyday level, and has implications for the global, public level. I invite educators to consider similar approaches to activism by paying attention to local ecological components.
The Teaching Habits of Mind, Their Relationship to Positive Behavior of Social Studies Teachers in Lower Basic Stage in University District--The Capital (Amman)
Author: Al-Assaf, Jamal Abd Al-Fattah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Teacher Behavior,Thinking Skills,Teacher Characteristics,Gender Differences,Teaching Experience,Teacher Qualifications,Elementary School Teachers,Correlation,Statistical Analysis,Multivariate Analysis

The study aimed at finding out the relationship between teaching habits of mind and positive behavior among the teachers of social studies in the lower basic stage in the university district in the capital governorate (Amman). The sample of this study was composed of (60) teachers, both males and females, who were chosen by the Stratified Random Sample method. Descriptive correlation approach was conducted by the researcher in this study to answer the study questions. The researcher used the following statistical methods: Pearson correlation coefficient, arithmetic means, and three-way ANOVA and MANOVA (Analysis of variance &amp; multivariate analysis of variance). The study found the following results: The social studies teachers of the lower basic stage have a mean for the teaching habits of mind and positive behavior aspects. And there is an existence of statistically significant positive correlation coefficients between the areas of the teaching habits of mind scale and the scale as a whole and the areas of positive behavior scale (positive personal behavior, positive academic behavior) and the scale as a whole. The study also pointed out that there are statistically significant differences attributed to the variable of experience, and for the benefit of experts who have more than 10 years of experience, and there were statistically significant differences in the areas of the teaching habits of mind scale attributed to the gender variable, and for the benefit of males in the impulsivity control level, thinking flexibly, creativity, perception, and innovation. As well as there were statistically significant differences in the teaching habits of mind and the positive behavior scale according to the variable of experience, and for the benefit of those with more than 10 years of experience. Moreover, there were statistically significant differences in the areas of positive behavior scale attributed to the gender variable and for the benefit of males from the study sample.
Untrodden Paths: A Critical Conversation about Wilder Places in Outdoor Education
Author: Straker, Jo
Date: 2017-00-00
Type: Journal Articles
Subjects: Outdoor Education,Teaching Methods,Natural Resources,Sustainability,Conservation (Environment),Foreign Countries,Physical Environment,Cultural Differences,Ecology

This paper asks, what is the outdoors, and challenges conceptions of the role the outdoors play in education. It critically examines why a better understanding of the outdoors is important to outdoor education, how wilder places are essential to education, and how learning generated from these places can be translated into sustainable thinking and action. The enquiry is presented as a discussion between three experienced outdoor educators on international understandings of the outdoors and wilderness. In particular, they explore whether taking students to wilder places supports myth-making in uncritical ways, or whether experiencing these places reconnects them with nature, modifies their worldview, and in turn brings important aspects of the wild into their decision making about how they wish to live on the planet.
Studying Teachers&apos; Lives as an Educational Issue: Autobiographical Reflections from a Scholarly Journey
Author: Kelchtermans, Geert
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Experience,Teaching (Occupation),Autobiographies,Scholarship,Professional Identity,Faculty Development,Career Choice,Psychological Patterns,Teacher Characteristics

What does it mean to live a teacher's life? What does it mean to be a teacher, to become a teacher, to stay in teaching, or to leave the profession? Why are teachers doing what they are doing the way they are doing it? These questions have fascinated the author throughout his academic career as a researcher as well as in his teaching and his work as a teacher educator, an in-service trainer, and a facilitator of school improvement processes. In this address, given during the American Educational Research Association Meetings in 2017, the author looks back on his career and the ways in which he has tried to understand teachers' work lives.
A Novel Approach to Professional Development in Middle School Science: Instructional Coaching by University Professors to Improve the Instructional Core
Author: Mchenry, Nadine
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Middle School Teachers,Secondary School Science,Science Teachers,Science Instruction,Inquiry,Administrator Role,Teaching Methods,Coaching (Performance),College Faculty,College School Cooperation,Case Studies,Grounded Theory,Teacher Attitudes,Models,Program Effectiveness,Curriculum Development,Classroom Observation Techniques

The current study was constructed based on the recommendations of a previous study (McHenry &amp; Borger, 2013). Though inquiry-based teaching has long been touted as an effective pedagogy, its application by middle school science teachers has been problematic. Using tools developed from the previous study in conjunction with professional development grounded in instructional coaching, the program attempted to support middle school teachers in making informed instructional decisions that enhance classroom practices to support students in reaching full science proficiency. Over the two and one-half year span of the program, researchers found that middle school teachers were able to embrace major facets of the 5E model of inquiry. While their view of the nature of science expanded slightly, they still struggle with ideas related to argumentation and theory building. The impediments that influenced the success and continuation of the program were three-fold. There was a lack of administrative partnership due to a change in upper-level district leadership. The decision to adopt new curricular materials was counter to the goals of the inquiry-based teaching model and was adopted without discussion with the university coaches. There was inadequate time allotted to the program in the last year. Though administrative difficulties led to the discontinuation of the program, the enthusiasm exhibited by the middle level teachers speaks to the need for an instructional coaching partnership that provides this type of sustained, reform-based, transformational professional development that enhances the instructional core.
A Comparison between Students&apos; Self-Assessment and Teachers&apos; Assessment
Author: Thawabieh, Ahmad M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Self Evaluation (Individuals),Student Evaluation,Psychology,Introductory Courses,Accuracy,Interrater Reliability,Statistical Significance,Correlation,Quasiexperimental Design,College Freshmen,Test Reliability,Test Validity,Foreign Countries,Statistical Analysis

This study aimed to compare between the students' self-assessment and teachers' assessment. The study sample consisted of 71 students at Tafila Technical University studying Introduction to Psychology course. The researcher used 2 students' self-assessment tools and 2 tests. The results indicated that students can assess themselves accurately if they are trained how to implement self-assessment.
The Educational Use of Film and Television Documentary: &quot;Sugihara, Conspiracy of Kindness&quot;
Author: Bostock, William W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Films,Documentaries,Altruism,Television,Political Science,World History,War,Foreign Countries,Jews

Film or television documentary can serve a unique role in the curriculum and teaching of courses in political science and history where the complexity of the human element such as interaction, motive, identity and ethical position require analysis. The documentary &quot;Sugihara, Conspiracy of Kindness,&quot; a film by Kirk and Vicari, first screened on May 5, 2005 on PBS, can in a qualitative sense positively demonstrate this role. The negative side to the use of film and television documentary is also noted.
Student Teachers&apos; Preparation in Literacy: Cooking in Someone Else&apos;s Kitchen
Author: Young, Janet R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teacher Education,Literacy Education,Teacher Competencies,Teacher Educators,Longitudinal Studies,Pedagogical Content Knowledge,Teaching Skills,Student Teachers,Mentors,Elementary School Teachers,Observation,Interviews,Reading Instruction,Standards,Reading Programs,Grouping (Instructional Purposes),Program Implementation,Teacher Student Relationship

Questions about optimal routes to becoming an effective teacher have fueled an ongoing debate for more than 50 years--also, not coincidentally, a time of increasing regulation of teacher preparation programs. A number of alternative pathways have been investigated (Darling-Hammond, 2010; Darling-Hammond, Holtzman, Gatlin, &amp; Heilig, 2005), yet the question of how teachers should be prepared to teach remains. Schools of education, once the bastion of teacher preparation, are under siege (e.g., Wiseman, 2012). A central issue in the debate is the effectiveness of schools of education and their impact on candidates' teaching practices. In this study, the authors (10 literacy teacher educators) report findings from a cross-institutional, longitudinal research project on the impact of preparation programs on teacher knowledge and practices.
Assessment of Learning in Health Sciences Education: MLT Case Study
Author: Mugimu, Christopher Byalusaago
Date: 2017-00-00
Type: Journal Articles
Subjects: Health Sciences,Case Studies,Clinical Experience,Statistical Analysis,Qualitative Research,Focus Groups,Interviews,Questionnaires,Minimum Competency Testing,Job Skills,Curriculum Evaluation,Curriculum Design,Curriculum Implementation,School Support,Fidelity,Test Reliability,Test Validity,Behavioral Objectives,Higher Education,Foreign Countries,Formative Evaluation,Summative Evaluation,Peer Evaluation

Assessment in health sciences education has become an extremely critical issue in recent years, given the rapidly changing disease patterns and behavioral changes in communities among diverse cultural and economic contexts of patients. Globally, there is increasing demand for highly qualified contemporary healthcare professionals. Subsequently, learner assessment regimes need to have the capacity to accurately evaluate the competences (i.e. attitudes, skills and know-how) acquired during the training of healthcare professionals. This paper provides an analysis of assessment of and for learning in health sciences education with a focus on clinical laboratory training at MLT in Uganda. This study utilized both quantitative and qualitative research designs. The program evaluation design principles were also utilized to measure the levels of compliance towards attainment of curriculum outcomes. The instruments used during data collection included checklists, questionnaires, in-depth interviews, and focus group discussions (FDGs). The findings of this study showed that learners were achieving the intended curriculum objectives progressively. The assessment tools used were prepared through a rigorous process to ensure that the basic principles of assessment are identified and integrated during curriculum design and implementation. Results of the study also showed that adequate institutional administrative support available enhanced the teaching and learning processes and ensured that appropriate curriculum assessment schedules and strategies were strictly followed as stated in the elements of the curriculum structures. This contributed meaningfully in preparing competent contemporary healthcare professionals (clinical laboratory technicians). It was recommended that all healthcare professional training institutions should take the use of authentic assessment of and for learning very seriously.