ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing International Pre-Service Teachers for Professional Placement: In-School Induction
Author: Nallaya, Sasikala
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Preservice Teachers,Placement,Practicums,Case Studies,Beginning Teacher Induction,Masters Programs,Questionnaires,Program Effectiveness,Self Esteem,Communication Skills,Theory Practice Relationship,Educational Benefits,Mentors,Scaffolding (Teaching Technique),Cultural Differences,Student Teacher Attitudes,Qualitative Research

This paper reports on an Australian University's support program to prepare its first year international pre-service teachers (IPSTs) for professional placement. The aim of the program was to address some of the practicum challenges experienced by the IPSTs. A case study was undertaken to investigate the effectiveness of the program. Ten international students enrolled in the Master of Teaching program were participants of this investigation. Data was collected through a questionnaire administered post-program and non-participant observation. The findings indicated that the program was beneficial towards inducting IPSTs to the Australian school context and contributed towards their confidence, communicative skills, and ability to link theory and practice.
Science That Matters: Exploring Science Learning and Teaching in Primary Schools
Author: Fitzgerald, Angela
Date: 2016-04-00
Type: Journal Articles
Subjects: Science Education,Elementary School Science,Primary Education,Elementary School Students,Science Teachers,Teaching Methods,Educational Practices,Educational Quality,Teacher Effectiveness,Pedagogical Content Knowledge,Science Curriculum,Instructional Effectiveness,Hands on Science,Relevance (Education),Student Evaluation,Science Process Skills,Foreign Countries

To help support primary school students to better understand why science matters, teachers must first be supported to teach science in ways that matter. In moving to this point, this paper identifies the dilemmas and tensions primary school teachers face in the teaching of science. The balance is then readdressed through a research-based examination of some of the components underpinning quality science learning and teaching practices. Stories of teachers reshaping their science teaching to enable practical applications of these elements in future practice are shared to illustrate what is possible.
Perfectionism: A Risk to Self-Harm
Author: Cranab, A. Linsey
Date: 2015-00-00
Type: Journal Articles
Subjects: Personality Traits,Risk,Self Destructive Behavior,Standards,Anxiety,Parent Aspiration,Criticism,Parent Child Relationship,Cognitive Psychology

Naturally humans strive to do their work. But when it exceeds a limit, it becomes neurotic and also not healthy perfectionism. Perfectionism is always not pleasurable, and people typically confuse their talents and capabilities with their perfectionism. In fact, perfectionism interferes with a person's ability to do well (Hummel, 2000). This paper reveals about the risk of self-harm due to perfectionists' thinking.
&quot;Knowing Your Students&quot; in the Culturally and Linguistically Diverse Classroom
Author: Moloney, Robyn
Date: 2016-04-00
Type: Journal Articles
Subjects: Cultural Pluralism,English (Second Language),Second Language Learning,Teacher Education Programs,Beginning Teachers,Teacher Attitudes,Profiles,Student Diversity,Knowledge Base for Teaching,Metalinguistics,Indigenous Populations,Pacific Islanders,Mixed Methods Research,Cultural Awareness,Online Surveys,Semi Structured Interviews,Focus Groups,Foreign Countries

The population movement of globalization brings greater cultural and linguistic diversity (CALD) to communities and education systems. To address the growing diversity in school classrooms, beginning teachers need an expanded set of skills and attitudes to support effective learning. It is an expectation today that teachers know their students and how the students learn. It follows that lecturers and tutors should also know something of the cultural and linguistic profile of their pre-service teacher education students. This article reports a study in a university which examined its teacher education practice in this light. It assessed the curriculum provision of material related to cultural and linguistic diversity, the profile of the CALD characteristics of the undergraduate cohort, and attitudes and perceptions of the students, to teaching in a CALD classroom. The article considers initiatives that the teacher education program could introduce, to expand pre-service teacher capacities.
The Use of the Internet for English Language Teachers' Professional Development in Arab Countries
Author: Alhabahba, Mohammad Madallh
Date: 2016-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Arabs,Faculty Development,Internet,Gender Differences,Online Surveys,Teaching Methods,Teacher Attitudes,Computer Mediated Communication,Educational Resources,Technology Uses in Education,Statistical Analysis,Foreign Countries

This study investigated the relationship between English language teachers' motives to use online teaching resources and three types of Internet practices: teachers' practices in using the Internet to collaborate with others, teachers' practices for classroom teaching, and the Internet's contribution to the overall professional development of teachers. Gender was also used to assess differences in the proposed model. In this study, one hundred and seventy-four English language teachers completed an online survey. SmartPLS was used to assess the measurement and the structural models. The results indicated that participation was a significant determinant of both English language teachers' Internet-related practices at classroom level and the Internet's contribution to the overall professional development. Considering gender differences, the results demonstrated that participation in online professional development was significantly related to the English language teachers' practices at classroom level for males but not for females.
Pre-Service Teachers and Climate Change: A Stalemate?
Author: Boon, Helen J.
Date: 2016-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Climate,Environmental Education,Pedagogical Content Knowledge,Preservice Teacher Education,Student Surveys,Teaching Methods,Student Characteristics,Foreign Countries,Mixed Methods Research

Findings from the second phase of a study of pre-service teachers' attitudes to environmental education and knowledge of climate change are reported in this paper. A sample of 87 pre-service teachers participated in a survey study in the last year of their Bachelor of Education degree to examine developments to their attitudes to environmental education and their knowledge of climate change as a result of training. Results showed their attitudes towards environmental education were consistently favourable, but their climate change science knowledge had not changed as a result of their participation in their degree. Data on preservice teachers' sources of knowledge for climate change, their views on important substantive climate change knowledge for their future students and their perceptions of gaps in their own training in relation to climate change were also investigated in order to triangulate the survey data. Implications for preservice teacher education are discussed.
An Evaluation of Copy Cover and Compare Spelling Intervention for an Elementary Student with Learning Disabilities: A Replication
Author: Breach, Celena
Date: 2016-00-00
Type: Journal Articles
Subjects: Spelling,Elementary School Students,Grade 4,Intellectual Disability,Intervention,Replication (Evaluation),Spelling Instruction,Low Income Students,Worksheets,Teaching Methods,Accuracy,Males,Case Studies,Interrater Reliability,Instructional Effectiveness

The purpose of this study was to increase the spelling performance for a 4th grade student with learning disabilities. The second objective was to replicate the document with the efficacy of Copy, Cover, and Compare (CCC) in spelling. The study was conducted in a resource room in a low socio-economic school in the Pacific Northwest. The skill assessed was the number of correct spelling words taken from a classroom constructed spelling worksheet. The results showed an increase in number scored correctly when CCC was in effect for each of five sets of spelling words. Using the Percent of Non-overlapping Data points, (PND), the authors also determined that CCC was a very effective intervention. These outcomes replicate other research dealing with CCC.
The Practice of Self-Care among Counseling Students
Author: Mayorga, Mary G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Counselor Training,Stress Management,Stress Variables,Self Management,Graduate Students,Health Behavior,Student Behavior,Measures (Individuals),Online Surveys,Statistical Analysis

Self-care behavior is recognized as an important component for the helping professional who practices in the field of counseling or who is training to become a helping professional. Occupational stress and burnout in the field of counseling is of great concern. This study examined the practice of self-care among master level counseling students to determine their present level of self-care behavior and its impact on their level of stress. A survey was conducted and the results indicated that lower levels of self-care increased levels of stress among master level counseling students.
Online Education and the Death of the Transient Delivery Mode
Author: Collier, Jocasta
Date: 2009-00-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Technology Uses in Education,Barriers,Teacher Competencies,Distance Education,Postsecondary Education

This paper addresses the need for educators to re-conceptualize the way we teach in an online environment. The call for this stems from a need to recognize the heterogeneous nature of the learners we engage. The online educator faces not just the challenge of meeting the needs of a multi-cultural audience and increasingly an audience of differing ages but further a group of students who are geographically and temporally diverse. This paper will argue that online learning is both challenged by and uniquely capable of meeting the needs of this heterogeneous learning community, but not if it is simply conceptualized as a repackaging of traditional pedagogic modes of delivery in order that they operate in a virtual environment. High initial production costs require the development of an enduring educational architecture which calls for the online educator to be both creative and aware of the unique needs of this new heterogeneous community and to develop materials that are tailored specifically to these learners. The material needs not only to cater to learners who display each of Gardner's (1983) multiple intelligences, but must also be able to adapt to the geographic and temporal differences that obtain in each learner's physical environment.
Learning without Boundaries: Developing Mobile Learning Scenarios for Elementary and Middle School Language Arts &amp; Mathematics
Author: Evans, Michael A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Telecommunications,Technology Uses in Education,Handheld Devices,Elementary School Students,Middle School Students,Language Arts,Mathematics Instruction,Web 2.0 Technologies,Video Games,Teaching Methods,Thinking Skills,Problem Solving,Cooperative Learning,Computer Oriented Programs

This article provides an overview to a collaborative knowledge building project using iPod Touches in elementary and secondary language arts and mathematics classrooms, working with 4 teachers and over 80 students. The interactive technologies for embodied Learning in Reading and Mathematics (iteL*RM) project intends to facilitate student exploration of standards-based topics using wireless mobile technologies with instructional multimedia and communication software. Learning opportunities incorporate the same technologies and learning strategies popularized by video games, personal broadcasting, and Web 2.0. The goal of the initiative is to help children develop appropriate thinking strategies and sufficient practice to improve fundamental knowledge in target areas and increase problem-solving skills using a range of emerging technologies for communication and computing.
Changing Profile of Teachers in the Digital Age
Author: Malik, Kamna
Date: 2009-00-00
Type: Journal Articles
Subjects: Profiles,Teacher Characteristics,Teacher Role,Information Technology,Technological Literacy,Teaching Methods,Educational Quality,Online Courses,Electronic Learning,Teaching Skills,College Faculty,College Students,Educational Change

Teacher has a new role in the digital age. Call him facilitator or mentor. He is expected to help learners learn at their own pace rather than push concepts and rules onto them. Though such roles have been around for years, e-learning is forcing them in letter and spirit and changing many a rules for the teacher and the taught. Profile and expectations of students have changed. They demand personalized education that matches their intellect, goals and constraints. In response to such changing needs, we observe many variants of technology based courses being adopted by educational institutes. But do these variants offer any thing different or are they old wine in new bottle? The key difference lies in the manner in which teaching and administrative processes and controls are managed while balancing student convenience with quality of learning. It needs a separate set of skills, culture and sensitivity. This article, based on study of literature and personal experience, brings forth some critical skills that teachers need to acquire to operate in the digital and particularly in the virtual space. Such skills are also analyzed in the light of convenience versus quality.
Experiential Learning through Civic Engagement as a Response to Intimate Partner Violence in the Community
Author: Wardle, Elizabeth Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Experiential Learning,Citizen Participation,Family Violence,Service Learning,Student Participation,College Students,Counselor Training,Counseling Techniques,Therapy,Group Counseling,Play Therapy,Economic Change,Surveys,Police,Statistical Analysis

Initially, survey research was conducted to examine the economic impact on domestic violence within a two-county area in South Texas. Surveys were distributed to the police departments in these areas to obtain this information. Once the data were collected, there was evidence that the downturn in the economy was having an effect on family violence. Physical threat of harm was identified as the typical type of violence, the abuser was most frequently male, and the victim female. Most of the victims came from a low socio-economic status, with little, if any resources. Recommendations from this study included the need for increased services for family violence, in addition to education about prevention. Contact was made with a local non-profit organization that provides shelter and services to victims of domestic violence. An inquiry was made regarding the availability of services to the victims of family violence, and also the need for additional services. Specific needs were identified by the agency, and a Civic Engagement grant was obtained through the university. A project was set up as a module in the counseling techniques class that provided hands on experience, in keeping with research-based information about the design and utilization of a therapeutic environment. The students carried out the work at the agency to create a space that allowed for group counseling, as well as children's play/play therapy area, and storage.
Improving Quality in Teaching Statistics Concepts Using Modern Visualization: The Design and Use of the Flash Application on Pocket PCs
Author: Vaughn, Brandon K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Concept Teaching,Mathematical Concepts,Statistics,Educational Quality,Instructional Improvement,Visualization,Courseware,Computer System Design,Computer Graphics,Handheld Devices,Computer Uses in Education,Teaching Methods

The emergence of technology has led to numerous changes in mathematical and statistical teaching and learning which has improved the quality of instruction and teacher/student interactions. The teaching of statistics, for example, has shifted from mathematical calculations to higher level cognitive abilities such as reasoning, interpretation, and evaluation (Ben-Zvi, 2000). Visualization is one such technological tool and can be defined as the graphical display of information. The benefit of this approach is in providing the viewer with a visual means of processing information (Segenchuk, 1997). Since the 1980's, graphical aids have been viewed as an innovative strategy in education, especially for math or science related subjects. The purpose of this study is to investigate the use of Flash applets on Pocket PCs in statistics education, specifically in the quality of instruction and teacher/student interactions. Pocket PCs and PDAs are a cheaper option than computer workstations and laptops, and easier to use in team activities. A Flash applet on sampling distributions was developed for use in a Windows Pocket PC unit, and tested using active learning activities in teaching statistical concepts. Results and suggested uses of the applet are discussed.
Supporting Teachers to Develop Substantive Discourse in Primary Science Classrooms
Author: Smith, Prudence M.
Date: 2016-04-00
Type: Journal Articles
Subjects: Inquiry,Science Instruction,Elementary School Science,Discussion (Teaching Technique),Elementary School Teachers,Faculty Development,Questioning Techniques,Group Discussion,Teaching Methods,Action Research,Foreign Countries,Interviews,Audio Equipment,Observation,Video Technology,Participatory Research

Students' thinking and learning in inquiry-based science is contingent on them being able to participate in substantive conversations so they explore their ideas and develop reasons and explanations for the outcomes of their investigations. While teachers understand the importance of talk for student learning, they are often unaware of the impact of their discourse practice on the quality of classroom talk. To develop substantive classroom discourse, first teachers need to understand what substantive talk looks and sounds like, and then they need to develop their capacity to use questioning and discourse moves to achieve such talk. Science poses additional challenges for teachers in that the form of discourse needs to be matched to the instructional purpose of the phase of inquiry. This article presents the findings of a study which documented the learning of primary school teachers participating in a professional learning intervention focussed on developing their capacity to manage discourse in science lessons. The article outlines the repertoire of questioning and discourse moves the teachers came to use to develop substantive whole-class discussions.
Why Is Active Learning so Difficult to Implement: The Turkish Case
Author: Aksit, Fisun
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Teacher Education,Educational Change,Program Implementation,Program Effectiveness,Questionnaires,Student Teachers,Schools of Education,Content Analysis,Barriers,Student Teacher Attitudes,Professional Identity,Teaching Methods,Self Esteem,Cooperative Learning,Learner Engagement,Curriculum Development,Resistance to Change,Student Centered Learning,Teacher Educators,Data Analysis

This article aims to report how teacher education may promote active learning which is demanded by the current educational reform of Turkish teacher education (TE). This article also examines the effectiveness of the recent reforms in Turkey from a student's perspective, and provides an understanding of the concept of active learning, how it is applied and what the obstacles are to achieving it. The data were collected through open-ended questions on an electronic platform. Student teachers (n = 316) in the Faculty of Education at Erciyes University responded to the questions. The data were analysed qualitatively through content analysis. The results clearly indicated a big gap between the formal and applied curricula in the Faculty of Education. Many indicators of active learning can be observed, but there are still many obstacles to be overcome.
Enhancing Student Learning: A Model for Technology-Enabled Inquiry with the Support of a Virtual Mentorship Program
Author: Li, Qing
Date: 2009-00-00
Type: Journal Articles
Subjects: Academic Achievement,Mentors,Technology Uses in Education,Educational Technology,Active Learning,Inquiry,Virtual Classrooms,Videoconferencing,Urban Schools,Mathematics Instruction,Science Instruction,Teaching Methods,Standards,Teacher Educators,Secondary School Science,Secondary School Mathematics,Secondary School Students,Grade 9,Females,Single Sex Schools,Technological Advancement

Research is starting to show that an inquiry-based approach can positively impact student learning. In this paper, the author propose a model of inquiry-based learning with the support of virtual mentorship. They identify the key players involved, define each of their responsibilities and explain how they work collaboratively to develop curriculum-related programs tailored for individual classrooms. They then describe how this model was implemented in an urban school with the support of advanced technology including videoconferencing. This model provides a new direction for introducing inquiry and integrating advanced technology in schools.
Adventurous Lives: Teacher Qualities for 21st Century Learning
Author: Faulkner, Julie
Date: 2016-04-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Problem Solving,Creative Thinking,Resilience (Psychology),Adventure Education,Teacher Characteristics,Interviews,Beginning Teachers,Experienced Teachers,Inquiry,Narration,Teacher Competencies,Teaching Skills,Educational Practices,Qualitative Research,Foreign Countries

What kinds of teachers are needed for 21st century learners? While there is recognition that curriculum content, classroom practices and learning environments must alter, there is less attention focussed on the teachers' dispositions for negotiating uncertainty. In this paper, the authors turn their attention to the importance of teachers' lives and mindsets to meet current, emerging and future challenges. Using a narrative inquiry approach, they elicit and examine three of these essential qualities: adventure, resilience and creative problem-solving. These characteristics emerge from interviewing a small group of beginning and experienced teachers who were questioning normative practices and exploring possibilities with more responsive ways to teach.