ethanporcaro/eric-fulltext-meta huggingface dataset:
Aboriginal Community Engagement in Primary Schooling: Promoting Learning through a Cross-Cultural Lens
Author: Turner, Angela
Date: 2017-11-00
Type: Journal Articles
Subjects: Indigenous Populations,Social Capital,Elementary School Students,Elementary School Teachers,Cultural Awareness,Foreign Countries,Action Research,Pacific Islanders,Self Efficacy,National Curriculum,Teacher Attitudes,Rural Areas,History Instruction,Indigenous Knowledge,Mixed Methods Research,Cooperation,Gardening,Pedagogical Content Knowledge,Questionnaires,Semi Structured Interviews,Teacher Workshops,Faculty Development

This article reports on action research conducted at a primary school in rural New South Wales, Australia. The research responded to an expressed school aspiration to foster greater understanding of local Aboriginal culture, historical perspectives and knowledge systems within the school. An exploratory model was developed using a mixed methods approach to investigate nonAboriginal teacher perceptions and self-efficacy with teaching Aboriginal and Torres Strait Islander content specified in the Australian Curriculum. A Bush Tucker Garden was established as a 'Pathway of Knowledge' acting as a vehicle for collaboration between Aboriginal and non-Aboriginal stakeholders. Through their participation in this project the teachers were brought together with local Gumbaynggirr Elders, creating a space for the sharing of social capital. Teacher cultural knowledge and understanding was strengthened, enriching the student's learning experience. The findings are of relevance to primary school teachers, curriculum stakeholders and education providers in the broader field of Aboriginal education.
Using WhatsApp to Enhance Students&apos; Learning of English Language &quot;Experience to Share&quot;
Author: Hamad, Mona M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Computer Software,Social Media,English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires,College Students,Student Attitudes,Females,Observation,College Faculty,Learning Motivation,Teaching Methods,Vocabulary Development,Listening Skills,Oral Language,Feedback (Response),Telecommunications,Handheld Devices,Teacher Student Relationship,Foreign Countries,Statistical Analysis

Education system has developed rapidly, technology has invaded our life, everyone has smart phone these days, using WhatsApp, Facebook, Twitter, Instagram, Telegram, etc. No one can deny that the generation we teach these days, has become addicted to these applications, for social relationship and fun. In 2012 when I started teaching in KSA, Blackboard has been newly introduced for teaching in King Khalid University, but most of the students were reluctant to use it due to net access problems and unfamiliarity. This study was conducted in College of Science &amp; Arts Majarda King Khalid University, English Department. The population of the study were 36 female students from 1st level who were studying Listening &amp; Speaking 1 course in the 1st semester 2013-2014. The researcher has used the analytical descriptive method to conduct this study in King Khalid University. A students' questionnaire and instructor observation were the tools for collecting the data, results were coded manually and analyzed using SPSS. Almost all study-findings supported using WhatsApp to enhance students learning and enthusiasm, using WhatsApp helped students to develop English skills, enriched their vocabulary and learn from their mates mistakes, although the study laid out some disadvantages of the experience such as preparing the materials and having discipline in the group.
Autism Spectrum Disorder Coursework for Teachers and Teacher-Aides: An Investigation of Courses Offered in Queensland, Australia
Author: Coates, Mitchell
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Preservice Teacher Education,Teacher Education Programs,Early Childhood Education,Preschool Education,Elementary Education,Training,Teacher Aides,Program Design,Best Practices,Teacher Competencies,Mainstreaming,Web Sites,Documentation,Colleges,Course Content,Program Content

The content and structure of pre-service and teacher-aide programs has major implications for training, management, support and deployment of teachers and teacher-aides in mainstream schools working with students who have ASD. Data pertaining to course content and structure were collected from university and teacher-aide training websites, program enrolment guides, and through direct contact with institutions in Queensland, Australia. 101 education programs were narrowed down to 45 in early-childhood/primary education, and 8 online teacher-aide training programs. Findings indicate the urgent need for academics in institutions to begin working towards redesigning programs that deliver best practices in ASD for pre-service educators.
A Comparison of the Motivations of Pre-Degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand
Author: Hogan, Vivienne
Date: 2017-11-00
Type: Journal Articles
Subjects: Comparative Analysis,Teacher Education Programs,Questionnaires,Focus Groups,Correlation,Foreign Countries,Disproportionate Representation,Access to Education,Early Childhood Education,Preschool Teachers,Academic Achievement,Career Choice,Altruism,Student Motivation,Student Teacher Attitudes,Nontraditional Students,Cultural Relevance,Qualitative Research,Statistical Analysis,Semi Structured Interviews

In New Zealand the Ministry of Education is committed to attracting and retaining &quot;high quality individuals&quot; to the teaching profession who represent the diverse cultural and socio-economic communities in the country. One way to achieve this has been through the provision of multiple pathways into initial teacher education (ITE). Such pathways provide access for students significantly underrepresented in Teacher Education. This research sought to investigate and compare the motivation of students enrolled on the Certificate of Introduction to Early Childhood Education (ECE) or the Bachelor of Education (BEd) Primary and ECE specialism. As other research has suggested, there is a correlation between student motivation to teach and their success in ITE programmes, through to being qualified and working in the teaching profession. Qualitative and quantitative data was gathered from a questionnaire and focus groups, using semi-structured questions to expand on questionnaire responses. Findings from data sources highlighted that, despite the differences in academic achievement on entry between both groups, motivations for pursuing teaching as a career were remarkably similar, showing comparable responses in relation to altruistic, intrinsic and extrinsic motivation.
The Role of Motivation and Creativity in Sustaining Volunteerism of Citizenship for Positive Youth Development after the Great East Japan Earthquake
Author: Oie, Mayumi
Date: 2017-00-00
Type: Journal Articles
Subjects: Creativity,Volunteers,Natural Disasters,Self Determination,Citizenship,Foreign Countries,Role,Victims,Sociocultural Patterns,Learning Theories,Interdisciplinary Approach,Self Concept,Cooperation,Undergraduate Students,Preservice Teachers,Extracurricular Activities

This paper examined how the interdisciplinary field of volunteer motivation and creativity research helps improve our understanding of social issues. This research focused on the victims of the Great East Japan Earthquake, which occurred on March 11, 2011, and discussed how volunteer motivations support volunteer activities, positive youth development and citizenship from the perspective of sociocultural and self-determination theories Next, volunteerism based on prosocial behaviors was explored, such as improvement of victims' lives after the disaster. Despite the positive effect of volunteer activities on lifespan youth development, volunteer assistance within the stricken area has gradually declined during the past year compared to the period immediately after the disaster, when there were a substantial number of volunteers. To sustain volunteer motivation for longer periods, interdisciplinary studies within the areas of psychology and leisure are necessary. This research outlined three important interdisciplinary concepts, which are necessary to recover from the disaster: identity formation, collaborative creativity, and community citizenship. Volunteering as extracurricular activities for undergraduate and prospective teachers can strengthen their own and students' rich and deep life course in future.
Perceptions on the Role of a Pre-Service Primary Teacher Education Program to Prepare Beginning Teachers to Teach Mathematics in Far North Queensland
Author: Chigeza, Philemon
Date: 2017-11-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Mathematics Education,Ethnography,Teacher Education Programs,Teaching Methods,College School Cooperation,Foreign Countries,Program Design,Educational Change,Student Attitudes,Teacher Role,Teacher Educators,Teacher Attitudes,Personal Narratives

This paper employs a collaborative auto-ethnographic method to reflect on perceptions and design of a pre-service primary teacher mathematics education program in a regional university and the role of that program to prepare beginning teachers for classroom mathematics practice in Far North Queensland. A four-phase analysis that reflected on: a primary teacher education program at a regional university, literature on primary mathematics education, reflections of two teacher educators and a pre-service teacher on Explicit Teaching, and the possible modifications to the practice of teaching and learning in the mathematics education subjects was conducted. Three challenges that emerged from the thematic analysis include: need for critical reflection in using a single teaching approach; need to bridge different priorities existing between schools and university; and optimism to change the approaches to assist students. The paper then discusses possible modifications to the practice of teaching and learning in the mathematics education subjects.
Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers&apos; Practicum Experiences
Author: Teng, Mark Feng
Date: 2017-11-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Practicums,Emotional Development,Professional Identity,Interaction,Peer Groups,Emotional Response,English (Second Language),Language Teachers,Second Language Instruction,Foreign Countries,Interpersonal Communication,Meetings,Student Attitudes,Teaching Conditions,Power Structure,Teacher Qualifications,Teacher Participation,Student Role

Pre-service teacher identity research has directed limited attention to the construction and development of professional teacher identity through narrative interaction. An analysis of narrative interactions among pre-service teachers in the present study explored the ways in which they negotiated emotional flux in the process of training to become a teacher. Overall, findings show that emotional flux and identity change are connected, and hidden &quot;emotional rules&quot; are embedded in the teaching practicum. The pre-service teachers' negative emotions gradually escalated due to contextual constraints, hierarchical structures, and lack of support from their mentors. This escalation diminished the development of their teacher identity. However, increasing recognition and progress by their students can stimulate preservice teachers to perceive their assumed roles and reconstruct professional identity. Within the context of exploring this interconnection between teacher emotions and teacher identity, the present study argues that narrative interaction can complement existing knowledge on the subject.
Philippine Classroom Teachers as Researchers: Teachers&apos; Perceptions, Motivations, and Challenges
Author: Ulla, Mark B.
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Teacher Motivation,Barriers,Teacher Researchers,Teacher Surveys,Questionnaires,Interviews,Teacher Promotion,Research Skills,Faculty Workload,Financial Support,Incentives,Training

This study explores teachers' perceptions and motivations, challenges, and needs of 50 teachers in Agusan del Norte, Philippines with regards to doing research. Methodologies used were survey questionnaire, and group and individual interviews. Findings revealed that teacher-respondents had a positive perceptions towards doing research and its benefits to their teaching practice and students' learning process. Thus, job promotion is the motivating factor why teachers did research. However, reported challenges such as lack of research knowledge and skills, heavy teaching loads, and lack of financial support from the schools obstructed them from doing it. Attending and participating to research trainings, receiving research incentives, and having lighter teaching timetable were what the teachers perceived they need to do research. The implication is for the policy makers, researchers, and school's officials to consider the findings of this study and address the needs of these teachers in order to create a community of teacher-researchers.
How Well Prepared Are Australian Preservice Teachers to Teach Early Reading Skills?
Author: Meeks, Linda J.
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teacher Competencies,Beginning Reading,Reading Instruction,Emergent Literacy,Student Attitudes,Student Surveys,Self Esteem,Knowledge Level,Teaching Skills,Correlation,Statistical Analysis,Spelling,Pedagogical Content Knowledge,Phonological Awareness,Phonics

Preservice early childhood and primary teachers from teacher preparation institutions across five Australian states were surveyed regarding their perceptions of preparedness and ability to teach early reading and spelling skills, as well as their knowledge of components of early reading, such as phonemic awareness, alphabet knowledge and early spelling patterns. Surveys were conducted in the final year of the teacher training courses and targeted students attending teacher education institutions providing teacher training in the area of early literacy. Although preservice teachers generally rated themselves as prepared to teach early reading, most demonstrated minimal to very poor knowledge of the components of early reading, indicating a substantial discrepancy between the general confidence of preservice teachers to teach, and their limited content knowledge of beginning reading skills. The return rates from institutions (16) and students (160) were low; however the results of this study support previous research findings, suggesting that there may be a need for reform in teacher preparation programs, especially in the area of early reading instruction.
Pre-Service Teachers&apos; TPACK Development and Conceptions through a TPACK-Based Course
Author: Durdu, Levent
Date: 2017-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Technological Literacy,Pedagogical Content Knowledge,Educational Technology,Technology Uses in Education,Mixed Methods Research,Semi Structured Interviews,Microteaching,Lesson Plans,Teaching Methods,Program Effectiveness,Scores,Foreign Countries

This study examines pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) development and analyses their conceptions of learning and teaching with technology. With this aim in mind, researchers designed and implemented a computer-based mathematics course based on a TPACK framework. As a research methodology, a parallel mixed method approach was used. The data were collected from 71 pre-service teachers taking the course. The TPACK survey, a semi-structured interview, and evaluation scores of pre-service teachers' microteaching performance, which also included analysis of lesson plans, were used as data collection instruments. The findings indicated that the implemented instructional processes affected pre-service teachers' TPACK development positively. There were significant differences before and after the course implementation concerning Technology Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and TPACK in general. Qualitative findings support and overlap the statistical inferences. There should be more courses which require pre-service teachers to develop computer-based instructional materials and use their materials with microteaching sessions. Instructors of faculties of education should use technology in their instructional environments not only for presentation purposes.
Teachers&apos; Perceptions of the Impact of Professional Development on Learning and Teaching in a Developing Nation
Author: Mohan, Parmeshwar Prasad
Date: 2017-11-00
Type: Journal Articles
Subjects: Faculty Development,Secondary School Teachers,Case Studies,Documentation,Content Analysis,Semi Structured Interviews,Teacher Attitudes,Teaching Experience,Program Effectiveness,Teacher Collaboration,Foreign Countries,Qualitative Research,Phenomenology,Urban Schools,Rural Schools,Knowledge Level,Teacher Influence

This research examined teachers' perceptions of the impact of Professional Development (PD) programmes on learning and teaching in two Fijian secondary schools. Through a qualitative research design, data were gathered using document analysis and semi-structured interviews with 30 teachers from the two case study schools. The major findings to emerge from teachers views were: 1) whether teachers are novice or experienced, PD is needed to sustain the changes made to their teaching practice; 2) the PD needs of rural and urban teachers are slightly different; and 3) the opportunity for teachers to collaborate to share ideas forms the foundation of PD. Overall, the teachers' perceptions had validated that teachers engaged in productive PD tend to work together with their colleagues to improve student learning. This study provides information on the PD needs of the teachers in Fiji, which could benefit developing nations and beyond.
Predictors of Teacher Educators&apos; Research Productivity
Author: Nasser-Abu Alhija, Fadia M.
Date: 2017-11-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Researchers,Productivity,Teacher Characteristics,Teacher Attitudes,Teacher Motivation,Barriers,Time,Teacher Education Programs,Foreign Countries,Predictor Variables,Academic Degrees,Educational Attainment,Academic Rank (Professional),Self Esteem,Teacher Competencies,Teaching Experience,Educational Administration,Teacher Leadership,Personality Traits,Questionnaires,Correlation,Statistical Analysis

This study examined the relationship between teacher educators' research productivity (RP) and their background and professional characteristics, attitudes, motives, obstacles and time devoted to research. The sample included 161 teacher educators from four teacher education colleges in Israel. The findings indicate the significance of five variables for predicting RP: academic degree, rank, administrative position, desire to develop new knowledge and learn from research findings and perceived insufficient research competence and self-confidence. These variables account for 37.2% of the variance in RP. The results from this study provide useful information for teacher education institutions and policy makers regarding variables significantly related to RP. These variables should be addressed when recruiting teacher educators, assigning administrative duties and designing professional development programs, particularly for new career faculty.
Development of Second Language French Oral Skills in an Instructed Setting: A Focus on Speech Ratings
Author: Trofimovich, Pavel
Date: 2017-00-00
Type: Journal Articles
Subjects: French,Second Language Instruction,Language Skills,Pronunciation,Listening,Language Fluency,Language Proficiency,Adults,Suprasegmentals,Comparative Analysis,Oral Reading,Pictorial Stimuli,Speech Communication,Foreign Countries,Pretests Posttests,Audio Equipment,Coding,Statistical Analysis

This study examined the relationship between targeted pronunciation instruction in French as a second language (L2) and listener-based ratings of accent, comprehensibility, and fluency. The ratings by 20 French listeners evaluating the speech of 30 adult L2 French learners enrolled in a 15-week listening and speaking course targeting segments, prosody, fluency, and connected speech processes (e.g., liaison, enchainment) were compared before and after instruction in read-aloud and extemporaneous (picture description) speaking tasks. Results showed that the learners improved in all speech ratings, especially in extemporaneous speaking. Results also revealed that accent ratings were linked to prosody (intonation accuracy, pitch range), while fluency and comprehensibility ratings were additionally linked to fluency phenomena (length of fluent run, hesitation rate). These findings are discussed in terms of their implications for L2 pronunciation learning and links between instruction, listener-rated dimensions of speech, and performance in different tasks.
Opening up to Native Speaker Norms: The Use of /?/ in the Speech of Canadian French Immersion Students
Author: Nadasdi, Terry
Date: 2017-00-00
Type: Journal Articles
Subjects: French,Immersion Programs,Second Language Instruction,Teaching Methods,Language Proficiency,Sociolinguistics,Gender Differences,Correlation,Social Class,Language Usage,Foreign Countries,Native Speakers,Dialects,Secondary School Students,Grade 9,Grade 12,Coding,Hypothesis Testing,Social Influences,Family Environment,Phonetics,Vowels,Grammar

Our study examines the extent to which French immersion students use lax /?/ in the same linguistic context as native speakers of Canadian French. Our results show that the lax variant is vanishingly rare in the speech of immersion students and is used by only a small minority of individuals. This is interpreted as a limitation of French immersion students' sociolinguistic competence. Within the group of students who do use both variants, we document a positive correlation between female and middle-class students and use of the lax variant and suggest these speakers are generally more sensitive to sociolinguistic variation. A reverse correlation between English cognates and laxing was found. This is taken as evidence that the learning of laxing is lexically mediated.