ethanporcaro/eric-fulltext-meta huggingface dataset:
Centering the Voice of Black Male Urban High School Students on Effective Student-Teacher Classroom Relationships
Author: Woodward, Brian
Date: 2018-00-00
Type: Journal Articles
Subjects: African American Students,High School Students,Males,Urban Schools,Teacher Student Relationship,Student Attitudes,Culturally Relevant Education,Racial Bias,Teacher Improvement

While teaching is often touted as the single most important factor for the success of students, at the core of instruction is a foundation rooted in the classroom relationship between students and teachers. Despite teachers being regarded as the authority of instruction within their respective classrooms, what is frequently missing is the voices of students articulating their thoughts on factors that impede or enhance an effective student-teacher relationship. Thus, the author sought to examine academically successful Black male urban high school students' perceptions of the student-teacher classroom relationship. Findings reveal three significant features of such relationship, including: (a) teacher perceptions of Black male students; (b) the willingness or unwillingness of teachers to include culturally relevant teaching; and (c) the importance of validation of student voices on teacher pedagogy within classrooms. Ultimately, listening to one of the most marginalized student groups can assist with allowing these young men to feel valued, as well as offer teachers the tools to improve their relationship with students in the classroom setting.
Corps Members&apos; Perspectives of Teaching in a New Teach for America Region
Author: DiCamillo, Lorrei
Date: 2018-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Urban Teaching,Teacher Attitudes,Public School Teachers

This qualitative study examined the perspectives of 14 Teach For America (TFA) Corps Members (CMs) in a city where there was no teacher shortage. CMs discussed the benefits and challenges of being in TFA. Benefits included serving others, developing leadership skills, and being part of a flexible organization. CMs also highlighted some of the challenges they encountered, such as being unprepared for full-time teaching, taking qualified teachers' jobs, and feeling unsupported by inexperienced TFA staff. The findings add to the discussion about whether or not TFA should expand to cities where there are no teacher shortages, and raise questions for policymakers, school districts, and TFA about how to support these new teachers.
Does Longevity Matter?: Teacher Experience and the Suspension of Black Middle School
Author: Williams, John Andrew, III
Date: 2018-00-00
Type: Journal Articles
Subjects: African American Students,Middle School Students,Urban Schools,Middle Schools,Suspension,Disproportionate Representation,Middle School Teachers,Teaching Conditions,Teacher Competencies,Racial Bias,Discipline,Social Bias,Correlation,Teaching Experience,White Students,Racial Differences

Decades of research have showcased the inequitable exclusion of Black students in urban middle schools via out-of-school suspensions. Black students exhibit the highest rates of suspensions when compared to their White peers according to the 2013-2014 Office of Civil Rights database. Urban middle school teachers are typically placed in high-stress situations, and are initially ill-prepared to manage classrooms, while their lack of experience as a teacher candidate could be exposing Black students to biased discipline practices, which may serve to reproduce societal inequities within the classroom. Although researchers have identified numerous factors which negatively impact Black students' suspension rates, this study sought to determine if there is a positive association between an increase in teachers' years of experience and lower out-of-school suspension rates for Black students in urban middle schools.
An Effective Training Program for Registered Sales Clerks Who Sell Over-the-Counter Drugs in Japan: A Preliminary Study
Author: Nakagawa, Nami
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sales Occupations,Job Training,Pharmacy,Experiential Learning,Workshops,Program Effectiveness

Purpose: The Japanese healthcare system has designated registered sales clerks to sell over-the-counter (OTC) drugs. Because of this, the AEON HAPYCOM Comprehensive Training Organization implemented an education program to train registered clerks in 2014. The program is unique; it consists of both lectures and hands-on workshop components. We conducted this study as part of a self-evaluation designed to improve the program. Methods: Program participants were asked to respond to an evaluation form upon completion. The form was designed to ascertain student perceptions of the program's components (e.g., themes, lecturers, materials, and the hands-on workshop) as well as its applicability to their practice of selling OTC drugs. Results: We obtained a total of 6,776 responses from 3,388 participants. On average, each of the program's components were rated highly, with the hands-on workshop being rated the highest. There was a weak relationship between the scores for program preparation and its applicability to OTC sales practices. Conclusion: The program (especially the hands-on workshop component) was highly evaluated by participants. However, we determined that enhancements could be made to the hands-on workshop and other mechanisms to encourage participants to prepare before attending the program.
From Research Skill Development to Work Skill Development
Author: Bandaranaike, Suniti
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Skill Development,Research Skills,Job Skills,Work Experience Programs,Employment Potential,Career Readiness,Education Work Relationship,Program Effectiveness,Career Development

The thinking required by higher education student engagement in research processes may segue into the development of students' work skills, enabling them to professionally transition to the workforce. However, although this transition may be facilitated before and during Work Integrated Learning [WIL] experiences, there is typically a gulf between the skills taught in higher education and skill requirements of industry. To address these challenges faced by WIL, and to connect students more effectively with contemporary and future employer needs, the first objective of this paper is to provide an overview of the use of a validated generic employability framework, the Work Skills Development [WSD] framework, and the second objective is to provide evidence about the framework's effectiveness when used to articulate work skills and student autonomy. This overview of the WSD and its uses contributes to WIL pedagogy and has direct applicability to tertiary educators' contribution to the development of student work mindset to bridge the gap between tertiary institutions and industry requirements.
Frameworks and Freedoms: Supervising Research Learning and the Undergraduate Dissertation
Author: Wisker, Gina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Research,College Faculty,Research Skills,Skill Development,Writing (Composition),Expository Writing,Supervision,Academic Discourse

Much current debate about undergraduate student research involves a focus on 'students as partners' and co-constructors of knowledge (Healey, Flint &amp; Harrington 2014, 2016). This debate reveals interesting tensions between student freedom and the role of structuring frameworks. Undergraduate lecturers and research supervisors might feel we are in a quandary concerning how far we can help manage a balance between supportive frameworks and the independence that student researchers need to develop. Will the use of the Research Skill Development (Willison &amp; O'Regan, 2006/2018) framework and other frameworks at every step of the undergraduate research journey form a constraint, or an essential scaffold? This paper considers frameworks, scaffolds and the need for freedom and creative co-construction of knowledge to enable successful undergraduate research within the context of final year research and writing at undergraduate third year (UK), honours (Australia) or senior/fourth year (US and Canada).
Integrated Academic Literacy Development: Learner-Teacher Autonomy for MELTing the Barriers
Author: McGowan, Ursula
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Discourse,Personal Autonomy,Undergraduate Students,College Faculty,Teacher Collaboration,Integrated Curriculum,College Instruction,Barriers,Foreign Countries,Models

Effective and continuing development of tertiary students' academic literacy during their undergraduate years has become a crucial issue for Anglophone universities into the 21st century. Research into pedagogies aimed at supporting students' academic literacy development has pointed to the inadequacy of generic approaches delivered as remedial support services, and has called instead for the integration of the teaching and learning of academic literacy into discipline content courses. Successful models tended to require collaboration between discipline and communication specialists. However, reluctance by discipline specialists to engage with language in favour of content teaching, and financial implications of collaboration represent two major barriers to the uptake and scalability of curriculum-integrated academic literacy development. This paper describes a collaborative approach to genre pedagogy that has the potential for overcoming the content-language dichotomy and also the cost barrier. It provides a method for the discipline lecturer's progress from initial dependence on the literacy specialist's expertise towards learner and teacher autonomy. The pedagogy is demonstrated by two Models of Engaged Learning and Teaching (MELT) that are derived from the Research Skill Development framework. This paper describes the two models and their potential role in overcoming barriers to curriculum-integration of academic literacy development.
Graduate Students&apos; Research-Based Learning Experiences in an Online Master of Education Program
Author: Jacobsen, Michele
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Learning Experience,Masters Programs,Online Courses,Student Research,Inquiry,Active Learning,Grouping (Instructional Purposes),Ethics,Schools of Education,Foreign Countries,College Graduates,Educational Research,Research Skills

The purpose of this research was to better understand graduate students' learning experiences in a research-intensive, online Master of Education (MEd) program. In alignment with the program goal for graduate scholars of the profession, this course-based program adopted an inquiry-based signature pedagogy grounded in the innovative practice of research-based learning. As part of this study, we explored broader program structures, including the cohort-based model, course sequencing and research ethics approval processes, which situate the research-based learning experiences. Several research questions framed our investigation into the experiences of online students who are engaged in a research-active MEd program. Analysis of survey and focus group information contributes to this mixed-methods case study and provides insights into implications for research-based learning in online course-based graduate programs.
Student Engineers Optimising Problem Solving and Research Skills
Author: Missingham, Dorothy
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Solving,Research Skills,Engineering Education,Undergraduate Students,Foreign Countries,Teacher Effectiveness,Skill Development,Pretests Posttests,Tutors

Problem solving and researching are connected activities in the engineering profession and across education. The empirical research presented in this paper considered the effectiveness for teaching and learning of a model that was based on this connection and derived from the parameters of the Research Skill Development framework. The model, devised by students for students, is called the Optimising Problem Solving (OPS) pentagon, and was piloted in a large first-year engineering course in 2014-2015 and in another university in the first half of 2016. This article presents data from formal research conducted on the 2016 offering of the course gathered from pre (n=221) and post (n=169) surveys, and semi-structured interviews of students (n=5) and student/tutors (n=5) sixteen months after course completion. Statistically significant (p &lt; 0.01) changes from pre to post in items with medium to large effect sizes provided student perspectives on which problem-solving skills improved, and the interview data provided rich detail on the nature of changes and how these changes were effected. For the 2016 cohort studied, our evidence suggests that use of the OPS pentagon was associated with improved student problem-solving skills, and tutors' capacity to teach problem solving.
Research Skill Development Spanning Higher Education: Critiques, Curricula and Connections
Author: Willison, John W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Research Skills,Skill Development,Higher Education,College Students,Curriculum Design,Academic Ability,Job Skills,Problem Solving,Personal Autonomy,Student Research,Models

The Research Skill Development (RSD) framework was devised in 2006 to articulate what educators do when they facilitate student learning through active exploration in ways that enable their skills to grow in sophistication and rigour. This special issue of JUTLP comprises eight articles that focus on the critique, adaptation and application of the RSD. This article introduces the special issue and presents the 2018 version of the RSD, in response to 12 years of feedback on the framework. Changes in the RSD include improvements in articulation of the facets of research, better delineation of autonomy, and the addition of the affective domain and guiding questions. Of the other seven articles, five are set in the undergraduate years and two in master's, with contexts including biology, education, engineering, humanities and interdisciplinary studies. The articles are based across diverse settings, including laboratory, online, language and workplace learning. Of these seven, one critiques the RSD, three focus on curriculum design and three connect the RSD to enduring issues of current concern by adapting the framework for academic literacy, work skills and problem solving. These three adaptations are examples of numerous emerging models that modify RSD terminology and shape, within its broad parameters, and are introduced in this issue as the Models of Engaged Learning and Teaching (MELT).
Evaluating the Effectiveness of Postgraduate Research Skills Training and Its Alignment with the Research Skill Development Framework
Author: Gyuris, Emma
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Research Skills,Skill Development,Instructional Effectiveness,Writing Skills,Critical Thinking,Communication Skills,Alignment (Education),Academic Achievement,Technical Writing,Scores

This exploratory research focuses on a one-semester subject designed to facilitate deliberate practice while explicitly aiming to develop postgraduate students' basic research skills: academic writing and its co-requisite skill, critical thinking. The research considers the alignment of the curriculum and assessment design of the subject 'Research and Communication Skills for the Natural Sciences' (SC5055) with the RSD framework. The research then identifies students who benefit most from a focus on the development of research and communication skills. The impact of SC5055 on students' achievement and their ability to self-evaluate the development of their skills and understanding is also explored.
Collaborative Self-Study and Peer Learning in Teacher Educator Reflection as an Approach to (Re)Designing a Mathematics Education Assessment Task
Author: Bragg, Leicha A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Peer Relationship,Cooperative Learning,Teacher Educators,Reflection,Mathematics Education,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Faculty Development,Independent Study

(Re)designing mathematics assessment tasks that prepare pre-service teachers for teaching and offer learning opportunities for developing pedagogical practice is a challenging endeavour for teacher educators. Collaborative, reflexive peer learning teams provide expertise and support in advancing effective curriculum work, such as assessment tasks. This case study sheds light on the impact of self-study to facilitate changes in curriculum work and improve learning outcomes for pre-service teachers and teacher educators, thus, is worthy of further exploration.
Linking Theory and Practice: A Case Study of a Co-Teaching Situation between a Mathematics Teacher Educator and a Primary Classroom Teacher
Author: Downton, Ann
Date: 2018-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Team Teaching,Cooperating Teachers,Teacher Educators,Mathematics Teachers,Preservice Teachers,Mathematical Logic,Mathematics,Elementary School Teachers,Preservice Teacher Education,Foreign Countries,Elementary School Mathematics,Thinking Skills

In recent years there has been growing concern as to how to bridge the gap between the theory preservice teachers engage with as part of their learning in their tertiary classrooms and the profession. To enable pre-service teachers to make stronger connections with the profession, a mathematics teacher educator worked collaboratively with a practicing teacher by co-teaching one cohort of preservice teachers studying primary mathematics education. In this paper, we present two snapshots of the co-teaching experience and a framework that was used to describe how the co-teaching partnership helped the pre-service teachers to elicit mathematical thinking make connections between theory and practice, when engaged in mathematical discourse.
Occasioning Teacher-Educators&apos; Learning through Practice-Based Teacher Education
Author: Anthony, Glenda
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Education Programs,Teaching Methods,Mathematics Instruction,Experiential Learning,Faculty Development,Drills (Practice),Coaching (Performance),Communities of Practice,Program Effectiveness,Preservice Teachers,Foreign Countries

In looking for further understanding of how teacher-educators enhance their professional knowledge and expertise, this paper explores how involvement in a design-based study focused on implementing pedagogies of practice occasioned learning. Driven by our desire to prepare beginning teachers to do the work of ambitious mathematics teaching, we explore the affordances and constraints when learning to implement cycles of enactment and investigation of public rehearsals within methods and school-based settings. The opening of practice-based spaces, involving rehearsals of practice-based mathematical activities, supported learning from, and with, our colleagues and prospective teachers. Collectively, collaboration and inquiry within practice-based settings occasioned new possibilities of being a teacher-educator; possibilities that are more inclusive and responsive to the diversity of our prospective teachers' learning and to that of the students they will teach.
On Noticing (and) the Theory-Practice Nexus in Mathematics Teacher Education: Conceptualising New Bourdieuian Fields of Social Practice in Field Experience
Author: Nolan. Kathleen T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Educators,Preservice Teacher Education,Mathematics Teachers,Theory Practice Relationship,Faculty Advisers,Communities of Practice,Preservice Teachers,Experiential Learning,Field Experience Programs,Foreign Countries,Attention,Practicums

Through a teacher educator's study of her own practice as a faculty advisor (university supervisor), this paper focuses on studying theory-practice transitions with respect to mathematics pre-service teacher field experience. The purpose of the research study was to disrupt traditional discourses on these theory-practice transitions by reconceptualising the role of the faculty advisor through the development of a Teacher-Intern-Faculty Advisor (TIFA) Internship Learning Community. Drawing on Bourdieu's social field theory, this paper establishes the TIFA community as a productive space of collaboration and dialogue on the process of becoming a mathematics teacher. The paper proposes that this productive space functions as a new Bourdieuian field which rests in the theory-practice nexus and holds promise for deconstructing the scripts of fields in pre-service teacher education.
Facilitation Practices in Mathematics Teacher Education and the Mathematical Identities of Preservice Elementary Teachers
Author: Gibbons, Lynsey
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Preservice Teachers,Self Concept,Professional Identity,Video Technology,Elementary School Students,Thinking Skills,Student Attitudes,Teacher Educators,Teacher Education Programs,Selective Admission,Teaching Methods

Supporting preservice teachers in their development of positive mathematical identities is important because of their future responsibility as teachers. In this self-study, we investigated a mathematics teacher educator's facilitation practices during discussions to examine opportunities for preservice teachers to develop productive mathematical identities. We analysed over 35 hours of video recordings of a mathematics content course for future elementary teachers and identified four key mathematics teacher educator facilitation practices that appeared to support preservice teachers to develop productive mathematical identities: emphasizing reasoning, promoting broader engagement, shifting responsibility for learning, and developing a supportive classroom community. We also analysed survey data of our preservice teachers' perceptions of their mathematical agency and authority. Implications for mathematics teacher educators are discussed.
Data Praxis: Teacher Educators Using Data to Inform and Enhance Pre-Service Teacher Mathematics
Author: Sellings, Peter
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Mathematics Education,Praxis,Data,Decision Making,Undergraduate Study,Preservice Teachers,Misconceptions,Pedagogical Content Knowledge,Student Attitudes

This paper explores how data can shape and enhance mathematics learning and teaching in an initial teacher education Learning and Teaching Mathematics Course for First Bachelor of Education preservice teachers in a Regional University. The implementation of a 'data praxis' approach to teaching, required the development of a custom-designed suite of data gathering tools and approaches to inform our mathematics teaching and enhance pre-service teacher mathematical learning, underpinned the conduct of the study. Praxis required the teacher educators to constantly and systematically interact with the data sets and refine the pedagogical approaches to mathematics teaching and learning. The results of this research highlight the gains that students made and the challenges for teacher educators who choose a data based approach.