ethanporcaro/eric-fulltext-meta huggingface dataset:
The Classroom Practice of Creative Arts Education in NSW Primary Schools: A Descriptive Account
Author: Power, Bianca
Date: 2011-08-10
Type: Journal Articles
Subjects: Art Education,Music Education,Dance Education,Theater Arts,Elementary School Teachers,Teaching Methods,Instructional Innovation,Questionnaires,Teacher Characteristics,Teacher Attitudes,Faculty Development,Foreign Countries

This article documents the current classroom practice of creative arts education of respondent classroom teachers in the New South Wales Greater Western Region, Australia. The study provides a descriptive account of classroom practice in creative arts education through the employment of a quantitative methodology. A questionnaire was designed and distributed to teachers as the sole data collection instrument and analysed to identify innovative classroom practices that anticipate the needs and challenges of creative arts education and the young people it serves. A significant gap in the literature regarding the nature of creative arts education classroom practice was identified. The criticality that such a description of current practice be produced is asserted, with a view towards illuminating current classroom practices and working towards improved models and practices of creative arts education in K-6 classrooms. (Contains 1 table.)
Poetry as Progress: Balancing Standards-Based Reforms with Aesthetic Inquiry
Author: Liu, Laura B.
Date: 2011-10-30
Type: Journal Articles
Subjects: Poetry,Educational Change,Academic Standards,Aesthetics,Inquiry,Elementary Secondary Education,Preservice Teacher Education,Preservice Teachers,Teacher Educators,Student Attitudes,Teacher Attitudes

The meaning of "progress" in U.S. educational institutions has undergone much debate (Tyack & Cuban, 1995). Standards-driven practices have often promoted a search for "right" answers in place of critical and diverse thinking. Globalization and its impacts compel us to continue revising and articulating the meaning of progress for 21st century students, educators, and researchers (Ball & Tyson, 2011). This aesthetic empirical inquiry (Pinar, 2004; Ranciere, 2004) contributes to this process by creatively re-presenting teacher voice via bricolage (Denzin & Lincoln, 2003; Kincheloe, 2001), specifically poetic bricolage (Trueit, 2004). The pursuit of aesthetic approaches to research have the potential for re-shaping national notions of progress to emphasize the cultivation of creativity, understanding, and empathy across lines of difference, and thereby support 21st century global communities in collaborating to address inequity. (Contains 5 footnotes.)
&quot;I Can't Sing!&quot; the Concept of Teacher Confidence in Singing and the Use within Their Classroom
Author: Heyning, Lyndell
Date: 2011-10-30
Type: Journal Articles
Subjects: Preservice Teacher Education,Music Education,Singing,Pilot Projects,Self Esteem,Teacher Attitudes,Foreign Countries,Elementary School Teachers,Skill Development

When teachers become more confident and competent in relation to singing, then they are more likely to use singing and to use it successfully. Teachers are expected to gain such skills in pre-service teacher education, to enhance their capability in teaching music, so that singing can be utilised and supported in schools. Confidence is definitely something that contributes to our performance in all aspects of our life. However, when we are not confident in those skills, we do not perform as well as we should, generally resulting in avoidance of that skill or activity. When it became apparent, at the end of an Australian University Teacher Education music education elective, that some primary teacher education students could not hold a tune by themselves, or felt confident to sing on their own, a strategy was developed to raise the solo singing standards and perception of confidence level of the next cohort of students. This paper reports on a pilot program aimed at improving the in-tune singing skills and confidence of a class of teacher education students with the aim of increasing the likelihood they will later include singing in their future music programs. (Contains 2 figures.)
Free Improvisation; Life Expression
Author: Ng, Hoon Hong
Date: 2011-10-31
Type: Journal Articles
Subjects: Creative Activities,Music,Ethnography,Music Education

This autoethnographic study seeks the value, position and possibilities of free improvisation in the musical field. It explores how embodied knowledge, dialectical exchanges, emotional and intellectual stimulation constructs and reconstructs experiences in various contexts for the free improviser, who is both researcher and actual piano performer. This is done by experiencing and reflecting on the connections and interactions between different aspects and events in free improvisation, seen here as a phenomenon for varied, multiple processes individualized by one's adopted style, culture and character. The research suggests a shift towards a more holistic and integral paradigm for experiencing and understanding music through free improvisation as a process in life. (Contains 6 figures.)
A Teacher's Repertoire: Developing Creative Pedagogies
Author: Das, Sharmistha
Date: 2011-11-24
Type: Journal Articles
Subjects: Creativity,Creative Teaching,Instruction,Interdisciplinary Approach,Integrated Curriculum,Art Education,Preservice Teacher Education,Student Teachers,Teacher Educators,Artists,Interviews,Focus Groups,Observation,Foreign Countries

Promoting creativity in schools involves the development of characteristics such as self-motivation, confidence, curiosity and flexibility. It can be argued that the development of the first three of these probably relies on the last, all of which need to be supported by a &quot;flexible learning context.&quot; However, this cannot work without a structure which can be used as a scaffold (Vygotsky, 1978) either to go beyond and enhance learning, or to work within a framework, flexible enough to accommodate individual learning styles. Such pedagogy is intricately related to the curriculum. In the context of the newly introduced Curriculum for Excellence in Scotland, this paper discusses the experience of an interdisciplinary approach to pedagogy funded by the Scottish Arts Council. The approach was developed within the initial teacher education (ITE) programmes at the University of Aberdeen and elaborates on the relationship between curriculum, pedagogy and creativity.
A Loud Silence: Working with Research-Based Theatre and A/R/Tography
Author: Lea, Graham W.
Date: 2011-11-24
Type: Journal Articles
Subjects: Theater Arts,Art,Research Methodology,After School Programs,English Language Learners

Arts-based approaches to research have emerged as an integral component of current scholarship in the social sciences, education, health research, and humanities. Integrating arts-based methods and methodologies with research generates possibilities for fresh approaches for creating, translating, and exchanging knowledge (Barone & Eisner, 1997; Barone, 2000; 2008; 2008; Knowles & Cole, 2008). This article explores two such methodologies, a/r/tography and research-based theatre, by closely examining the development of the theatre-based piece "Drama as an Additional Language: Creating Community, Confidence, and Comfort" (Beck, Belliveau, Lea, & Wager, 2009). Using the six a/r/tographic renderings (contiguity, living inquiry, metaphor and metonymy, openings, reverberations, and excess), the authors investigate the development of "Drama as an Additional Language" as an example of how research-based theatre and a/r/tography may be integrated. (Contains 2 notes and 2 figures.)
Drama-Based Instruction and Educational Research: Activating Praxis in an Interdisciplinary Partnership
Author: Cawthon, Stephanie W.
Date: 2011-12-19
Type: Journal Articles
Subjects: Drama,Art Education,Faculty Development,Integrated Curriculum,Educational Research,Praxis,Interdisciplinary Approach,Outcome Measures,Program Implementation,Long Range Planning,Information Dissemination

&quot;Drama for Schools&quot; (&quot;DFS&quot;) is a professional development program in drama-based instruction shaped by theories of critical pedagogy and constructivism. In 2007, the Director of &quot;DFS&quot; invited an educational psychology faculty member to develop a research and evaluation component for the program. This article discusses and troubles this interdisciplinary partnership through the lens of praxis, the continual cycle of thought, action, reflection and response. In this article, we touch upon implications of activated praxis such as (a) how &quot;DFS&quot; has evolved in its identity as a research-based program model; (b) how outcome measurement was embedded into program implementation; (c) the experience of disseminating findings in both arts-based and educational research spaces; and (d) how long-range planning was guided both by research and program priorities. We conclude with identification of how this process has resulted in praxis for participants across all levels of the partnership. (Contains 1 figure.)
Elementary Teachers' Mathematical Knowledge for Teaching Prerequisite Algebra Concepts
Author: Welder, Rachael M.
Date: 2011-01-00
Type: Journal Articles
Subjects: Mathematics Education,Prerequisites,Knowledge Base for Teaching,Algebra,Mathematical Concepts,Undergraduate Study,Preservice Teacher Education,Pedagogical Content Knowledge,Measures (Individuals),Numbers,Equations (Mathematics),Evaluation Methods

The current study investigated the effects of an undergraduate mathematics content course for pre-service elementary teachers. The participants' content knowledge was quantitatively measured using an instrument comprised of items from the Mathematical Knowledge for Teaching Measures (Hill, Schilling, & Ball, 2004). Using a one-group pretest-posttest design, matched pairs t-tests showed significant gains (p = 0.000) in both common and specialized content knowledge and in two areas of prerequisite algebra concepts (numbers and equations/functions). Results provide evidence of pre-service teachers developing mathematical understanding beyond common content knowledge within collegiate course settings. (Contains 1 table.)
Visualizing Decimal Multiplication with Area Models: Opportunities and Challenges
Author: Rathouz, Margaret
Date: 2011-08-00
Type: Journal Articles
Subjects: Numbers,Number Concepts,Geometric Concepts,Preservice Teachers,Multiplication,Arithmetic,Elementary School Mathematics,Preservice Teacher Education,Pedagogical Content Knowledge,Models,Measurement

This article describes a pilot study in which pre-service elementary teachers (PSTs) used rectangular area models on base-10 grid paper to begin making sense of multiplication of decimal fractions. Although connections were made to multi-digit whole number multiplication and to the distributive property, the PSTs were challenged by interpreting geometric aspects of the models they produced. In the context of these activities, the PSTs confronted concepts of dimensionality, unit labeling, and unit coordination that were not at issue in the domain of whole numbers. Tasks that help learners distinguish between one- and two-dimensional measurements are suggested as potential remedies. (Contains 6 figures.)
A Lesson Based on Student-Generated Ideas: A Practical Example Highlighting the Role of a Teacher
Author: Fuentes, Sarah Quebec
Date: 2011-12-00
Type: Journal Articles
Subjects: Methods Courses,Preservice Teacher Education,Curriculum,Mathematics Instruction,Teaching Methods,Preservice Teachers,Elementary School Mathematics,Problem Solving,Educational Strategies,Undergraduate Students,Universities,Mathematical Concepts,Arithmetic

The role of a teacher is different from that in traditional mathematics instruction when the implementation of a lesson is based on students' ideas. The author's experience teaching the same lesson (of the latter format) to two different classes of pre-service teachers in an elementary mathematics methods course is described. Since whole-class discussions were conducted using student presentations, the two classes "looked" very different, emphasizing the unpredictability of the teaching method. The practical example serves as a context to discuss the implications for the role of a teacher when preparing for and conducting lessons centered on students' approaches to problems. (Contains 10 figures.)
Co-Teaching Math Content and Math Pedagogy for Elementary Pre-Service Teachers: A Pilot Study
Author: Ford, Pari
Date: 2011-12-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Methods Courses,Mathematics Education,Teacher Educators,Mathematics Instruction,Team Teaching,Elementary School Mathematics,Elementary School Teachers,Course Content,STEM Education,Nontraditional Students,Professional Personnel,Early Childhood Education

With a national need to improve Science, Technology, Engineering and Mathematics Education (STEM), elementary pre-service teachers must be provided with ample opportunities to increase their own knowledge and confidence in STEM disciplines. This article describes a Math Block experience developed for a special population of non-traditional students in an Early Childhood Unified program. The block blended a math content course with a math methods course and was co-taught by a mathematician and teacher educator.
Elementary Pre-Service Teachers: Can They Experience Mathematics Teaching Anxiety without Having Mathematics Anxiety?
Author: Brown, Amy Bingham
Date: 2011-08-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Incidence,Mathematics Anxiety,Elementary School Teachers,Preservice Teachers,Anxiety,Teaching Experience,Elementary School Mathematics,Mathematics Instruction

Elementary pre-service teachers report high levels of mathematics anxiety (MA), but the construct less widely addressed is their mathematics teaching anxiety (MTA). This study investigated the frequency with which MA stemming from prior experiences leads to MTA. Fifty-three elementary pre-service teachers' written reflections were analyzed, using a Framework for MA and MTA. The results showed that one-third of the pre-service teachers reported high prior mathematics anxiety but did not experience MTA, suggesting the relationship between MA and MTA is not always linked. Teacher educators must address this relationship to support successful mathematics teaching experiences for pre-service teachers. (Contains 1 table and 1 figure.)
Factors Influencing Middle School Mathematics Teachers' Beliefs about ELLs in Mainstream Classrooms
Author: Pettit, Stacie Kae
Date: 2011-12-00
Type: Journal Articles
Subjects: Second Language Learning,Mathematics Teachers,English (Second Language),Middle School Teachers,Teacher Attitudes,Mathematics Instruction,Mainstreaming,Self Esteem,Teacher Competencies,Inservice Teacher Education,Teaching Methods

The purpose of this study was to explore the factors influencing the beliefs middle school mathematics teachers have about English Language Learners (ELLs) in mainstream classrooms. One hundred forty-nine middle school mathematics teachers from 11 school systems in Georgia completed the &quot;Middle School Mathematics Teachers' Beliefs about English Language Learners Questionnaire.&quot; Teachers who had received training felt significantly more prepared to teach ELLs and to help them understand class materials than did teachers who had not received training. In addition, females believed significantly more than males that teachers should modify assignments for ELLs. Teachers need more training in ELL pedagogy to successfully meet the needs of the ELLs they are likely to encounter. (Contains 3 tables.)
A Classification of Attitudes and Beliefs towards Mathematics for Secondary Mathematics Pre-Service Teachers and Elementary Pre-Service Teachers: An Exploratory Study Using Latent Class Analysis
Author: Kalder, Robin S.
Date: 2011-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Classification,Feedback (Response),Surveys,Beliefs,Measures (Individuals),Elementary Education,Preservice Teachers,Preservice Teacher Education,Universities,Motivation,Mathematics Education,Teaching Methods

This study describes a series of latent class analyses used to classify pre-service teachers based on their responses to questions on a survey regarding their attitudes and beliefs about mathematics. Results identified the pre-service teachers with the most positive attitudes and beliefs towards mathematics. Belief measures regarding confidence, enjoyment, and motivation were in the two least positive classes for elementary pre-service teachers. Recommendations for exposing pre-service teachers to positive attitudes and beliefs about mathematics are discussed. (Contains 8 tables.)
The Effect of Peer-Assessment on the Attitudes of Pre-Service Elementary and Middle School Teachers about Writing and Assessing Mathematics
Author: Beaver, Cheryl
Date: 2011-12-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Sentences,Curriculum Design,Student Attitudes,Program Effectiveness,Grading,Secondary School Mathematics,Preservice Teachers,Universities,Writing (Composition),Preservice Teacher Education,Elementary School Mathematics,Courses,Feedback (Response)

Through a study conducted in a core Foundations of Mathematics course at Western Oregon University, the authors investigate the thesis that peer-grading helps future elementary and middle school teachers improve their own attitudes about writing and assessing mathematics. Study participants were asked to provide scale responses to a series of questions regarding their perceptions of their ability to write mathematics and to assess written mathematics, before and after the course sequence. Students in the experimental group were asked to do a sequence of scored peer grading exercises during the course, while those in the control group were not. Statistically significant positive changes are noted in a variety of the experimental groups' perceptions, in particular the beliefs that writing about mathematics will help them learn the topic better, that peer-assessment can help them increase their own depth of knowledge about the topic, and that they will eventually become good at writing sentences and paragraphs about mathematics. The full results of the study are presented, along with a representative sample of students' open comments.
&quot;Math Makes Me Sweat&quot; The Impact of Pre-Service Courses on Mathematics Anxiety
Author: Johnson, Beth
Date: 2011-12-00
Type: Journal Articles
Subjects: Education Majors,Elementary Education,Deafness,Mathematics Anxiety,Preservice Teachers,Special Education Teachers,Hearing Impairments,Early Childhood Education,Required Courses,Program Effectiveness,Mathematics Instruction

We investigate mathematics anxiety amongst education majors currently enrolled as pre-service teachers in special education, deaf and hard of hearing, early childhood and elementary education. The impact of a compulsory freshmen content course and sophomore methodology course on mathematics anxiety for each education major was studied over a two year period. Results indicate that the highest level of mathematics anxiety, as measured by the Revised-Mathematics Anxiety Survey (R-MANX), occurred amongst pre-service deaf and hard of hearing teachers as they enter their training as teachers. Results reveal that certain education majors benefit more than others from mathematics training courses. (Contains 9 tables and 1 figure.)
Learners' Perceived Information Overload in Online Learning via Computer-Mediated Communication
Author: Chen, Chun-Ying
Date: 2011-07-00
Type: Journal Articles
Subjects: Electronic Learning,Graduate Students,Computer Mediated Communication,Discussion,Student Attitudes,Prior Learning,Risk,Semi Structured Interviews,Educational Technology,Cognitive Processes,Difficulty Level,Education Courses,Negative Attitudes,Preferences,Learning Modalities,Time Factors (Learning),Student Characteristics,Language Skills,Readiness,Student Problems,Instructional Design,Synchronous Communication,Web Based Instruction,Distance Education,College Instruction,Instructional Effectiveness,Questionnaires,Online Courses,Web Sites,Computer Literacy,Teleconferencing,Mixed Methods Research

Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students' information overload and offer suggestions for increasing students' cognitive resources for learning. Participants were 12 graduate students from two online courses in the United States. Their learning experiences in both online discussions and on the course website were explored through semi-structured interviews. They also completed a background questionnaire that assessed three constructs that limit learner readiness and are likely to lead to online students' perceived information overload: inadequate prior knowledge, inadequate English proficiency, and lack of technical skills for participating in computer-mediated communications. The findings suggest that varied learner characteristics led some students to be more susceptible than others to information overload. Emerging data-driven risk factors were: lack of efficiency in reading from computer screens, visual and auditory learning preferences, and time constraints. Difficulties associated with students' perceptions of information overload are addressed and implications for course design are offered. (Contains 3 tables and 2 figures.)
An Overview of Peace Education in Turkey: Definitions, Difficulties, and Suggestions--A Qualitative Analysis
Author: Demir, Semra
Date: 2011-00-00
Type: Journal Articles
Subjects: Qualitative Research,Democracy,Teaching Methods,Definitions,Interviews,Peace,Foreign Countries,Social Change,Justice,Civil Rights,Teacher Attitudes,Semi Structured Interviews,Parent Attitudes,Parent Aspiration,Tests,Knowledge Base for Teaching

In modern world, advances and changes experienced in social, political, and economic domains cannot be effective in diminishing the unwanted behaviors displayed by individuals in a society. This underpins the need for creating a peace culture based on equality, justice, democracy, human rights, tolerance, and solidarity in a society. The purpose of this study is to examine the opinions of classroom teachers in Turkey about different aspects of peace as a concept and peace education in terms of problems, expectations, and suggestions. This research has been designed in accordance with qualitative research paradigm, and semi-structured interview technique has been employed as the data collection tool. 13 teachers have voluntarily participated in this study. Findings have revealed that participating teachers have similar definitions regarding not only global and national peace, but also individual peace. Predominantly test-oriented and exam-based education system have been found to be the reason why educational institutions cannot fulfill their duties and responsibilities concerning peace education, and the struggle to realize parents' expectations about the test-oriented program impedes all other efforts that could otherwise be spent on peace education. Furthermore, teachers have been determined to have low levels of awareness, knowledge, and skills related with peace education.