ethanporcaro/eric-fulltext-meta huggingface dataset:
Contributors to Undergraduates' Perception of Skill Acquisition across Time
Author: Costa, Andreia
Date: 2015-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Skill Development,Participant Characteristics,Psychology,Questionnaires,Course Evaluation,Educational Quality,Factor Analysis,Longitudinal Studies,Predictor Variables,Academic Achievement,Correlation,Learning Motivation,Teacher Effectiveness,Teaching Methods,Gender Differences,Graduation Requirements,Educational Environment,Foreign Countries

The present study examined the relation between the amount of years of study and the perception of skill acquisition through indicators of students' satisfaction with the course program. It was hypothesized that the more years students spend at the university, the higher their perception of skill acquisition and that factors related to the course program moderate this relationship. Participants were 314 undergraduate students in psychology who completed the Bachelor Evaluation Questionnaire, which assessed the perceived quality of the course program. Factor analysis revealed that the questionnaire assessed five different factors: &quot;Teachers and teaching,&quot; &quot;Course climate,&quot; &quot;Learning promotion,&quot; &quot;Course requirements,&quot; and &quot;Skill acquisition.&quot; A sub-sample of 117 students, who evaluated the course on their first and again on their fifth semester, was used to examine the change on perception of skill acquisition and the influence of course related factors on that change. It was found that students' perception of skill acquisition increased from first to fifth semester and that this increase was moderated by students' perception of learning promotion. Those with early low perception of learning promotion were at greater disadvantage of increasing perceived skill acquisition during their studies. Those with early high learning promotion but with early low perception of skill acquisition at the beginning, reached similar levels of perceived skill acquisition by the end of their studies as those with early high perception of skill acquisition. The implications of these findings for theory and practice in relation to academic achievement are discussed.
Instructional Strategies Used to Improve Students' Comfort and Skill in Addressing the Occupational Therapy Process
Author: Knecht-Sabres, Lisa Jean
Date: 2015-09-00
Type: Journal Articles
Subjects: Occupational Therapy,Therapy,Educational Strategies,Masters Programs,Adults,Statistical Analysis,Graduate Students,Self Concept,Patients,Case Method (Teaching Technique),Skill Development,Instructional Design,Teaching Methods,Measures (Individuals),Pretests Posttests

The purpose of this study was to investigate the effectiveness of an intentional blending of instructional strategies in an occupational therapy (OT) entry-level master's course. The OT Adult Practice course uses case-based instructional strategies, clinical skills labs, and standardized patient experiences in a dovetailed approach across three progressively complex clinical scenarios involving adult clients. The course is designed to support students in addressing the entire OT Process. Results of quantitative data analysis indicated that the sequential application of case-based instructional strategies, lab experiences, and standardized patient learning opportunities significantly improved students' self-perception of their level of comfort and skill in being able to perform the following components of the OT process for adult clients: occupational profile, OT evaluation, developing an OT treatment plan, implementing OT treatment, and planning for discharge.
Enhancing Learning Environments for Students Affected by Fetal Alcohol Spectrum Disorders: An Exploratory Study of Canadian Pre-Service Teacher Knowledge and Conceptions
Author: Pei, Jacqueline
Date: 2015-09-00
Type: Journal Articles
Subjects: Fetal Alcohol Syndrome,Educational Environment,Preservice Teacher Education,Neuropsychology,Knowledge Base for Teaching,Student Needs,Intervention,Teaching Skills,Questionnaires,Preservice Teachers,Knowledge Level,Symptoms (Individual Disorders),Teaching Methods,Etiology,Inclusion,Online Surveys,Likert Scales,Statistical Analysis,Qualitative Research,Misconceptions

There is a pressing need for enhancing the learning environment for students affected by Fetal Alcohol Spectrum Disorders (FASDs). To develop relevant professional learning opportunities for teachers, a logical initial step is to explore the extent to which pre-service teachers accurately understand the unique neuropsychological functioning associated with FASDs and can apply their knowledge of how learning and development influence functions in the affected child. This research builds upon a theoretical framework operationalizing understanding as a composite of factual knowledge of the strengths and weaknesses of students with FASD and conceptions of how this underlying impairment impacts daily functions and the consequent potential for intervention by a classroom teacher (Job et al., 2013). The analysis of questionnaire data from 77 pre-service teachers revealed a limited knowledge of FASD and its associated deficits and a lack of ability for applying knowledge to classroom practice. The article concludes with a discussion of the implications for teacher education. In pre-service teacher education, knowledge about the causes and impairments associated with FASD can be taught, yet these are not useful in the absence conceptions that facilitate purposeful targeting of root issues for the individual in practice. Finally, we discuss the need for enhanced individualizing of programs for students with disabilities within an inclusive learning environment.
E-Learning Challenges Faced by Academics in Higher Education: A Literature Review
Author: Islam, Nurul
Date: 2015-09-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Educational Benefits,Educational Technology,Educational Research,Cognitive Style,Teaching Methods,Student Characteristics,Teacher Characteristics,Time Management,Foreign Countries,College Faculty,Technological Literacy,Barriers

E-learning has become a necessity in higher education institutions and is being deployed in educational establishments throughout the world. Researchers have made much emphasis on its benefits but not much is discussed on the disadvantages of e-learning technology. This paper references some of the research work on the limitations of e-learning technology, categorises it in five challenges that teachers are faced with and suggestions for a successful e-learning outcome. This paper also discusses the use of e-learning technology in Middlesex University and some of the challenges they face. Lastly this paper identifies gaps in e-learning literature and calls for further works on this subject.
Are Middle Years Teacher Education Courses Justifiable?
Author: de Jong, Terry
Date: 2005-11-00
Type: Journal Articles
Subjects: Middle Schools,Middle School Teachers,Teacher Education Programs,Graduate Study,Foreign Countries,Educational Innovation,Academic Degrees,Validity

The recent growth of separate middle schools for young adolescents raises the question--do we now need separate teacher education programs in middle schooling? Or, can the staffing requirements of middle schools be met adequately by existing primary and secondary teacher education programs? This paper provides a contribution to answering these questions by discussing the rationale underlying a new graduate diploma in the middle years of schooling offered at Edith Cowan University. In doing so, the paper draws attention to the contested nature of innovations in teacher education and some uncertainty about what the future holds for them.
Teacher Education and Critical Inquiry: The Use of Activity Theory in Exploring Alternative Understandings of Language and Literature
Author: Doecke, Brenton
Date: 2005-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Learning Theories,Critical Theory,Discourse Analysis,Academic Discourse,Literacy,Professional Identity,Ideology,Knowledge Base for Teaching,Transformative Learning

This article explores the challenges of espousing a critical pedagogy within the managerial climate that presently shapes teacher education. Current discourses of professionalism are incommensurate with an understanding of the way that literacy practices are grounded in the social worlds in which both school and university students operate. Such discourses construct graduate teachers as the providers of decontextualised literacy skills to school students whose existing communication networks are ignored. We argue that an alternative understanding of professional practice can be developed by focusing on the textual resources university students use to mediate their learning, and by locating their emerging professional identities within the activity systems and meaning-making practices in which they participate.
Australian Teacher Education: Although Reviewed to the Eyeball is There Evidence of Significant Change and Where to Now?
Author: Dyson, Michael
Date: 2005-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Educational History,Educational Change,Evidence,Theory Practice Relationship,Supply and Demand,Training,Professional Development,Evaluation,Educational Quality,Literature Reviews

Teacher Education within Australia is once again on the cusp of further reviews at both State and Federal levels. This is in spite of frequent and invasive reviews and inquiries over the last 150 years of formal teacher education. Since the 1980s many reviews have been conducted with the intent of improving the quality of teacher education--in order to improve the learning outcomes for the pupils in the nation's schools. This paper examines some of the reviews and the emergent patterns as it follows the journey of teacher education from the 1850s to the present day. It highlights many of the recurring dilemmas and the frustrations of the educational community, which includes the following: Education versus Training; Theory versus Practice; Supply versus Demand and Profession versus skilled &amp; competent practitioners. Perhaps it is now time to recognise the binaries that have continued to cause division and move beyond them into a new era based on mutual collaboration, acceptance of diversity, effective dialogue and resource sharing. The establishment of a common foundation of essential knowledge/learning and the development of core non-negotiable elements, including a blend theory and practice, within Australian teacher education, has the potential to lead to substantial benefits for the nations children.
Reflective Teaching Practice among Student Teachers: The Case in a Tertiary Institution in Nigeria
Author: Ogonor, B. O.
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reflective Teaching,Student Teachers,Developing Nations,Student Teacher Attitudes,Trainees,Practicums,Preservice Teacher Education,Undergraduate Students,Empowerment,Student Evaluation,Questionnaires

The study examined the reform outcome of reflective teaching introduced by the Faculty of Education among the student teachers in a Nigerian University during the 2002\2003 teaching practice exercise. Three hundred and four students who were in the final and penultimate years of graduation comprised the sample for the study. Six research questions were raised to direct the thrust of the study. Four sets of instruments were used. They were all open ended, targeted at eliciting information on student teachers' activities and support by teachers of partnership schools during the teaching practice, perception of student teachers' performance by Faculty and mentor teachers, as well as the challenges encountered by trainees during the exercise. The findings from this study indicated that student teachers were elated and had opportunity for professional growth as they practiced reflective teaching. However, they stated that teachers of partnership schools could not provide specific professional support to them during the practice period. Faculty's perception of trainees' activities during the practice period was that student teachers had more problems with the application of pedagogy than knowledge of subject matter while mentor teachers rated students' general performance as very high. Student teachers enumerated the constraints they had to perform effectively during the teaching practicum, as intense pressure for time, inability of school authorities to provide required basic materials and non performance of the role of mentoring by staff of partnership schools.
Towards Optimal Student Engagement in Teacher Education
Author: Brady, Laurie
Date: 2004-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Educational Strategies,Student Centered Curriculum,Case Method (Teaching Technique),Team Teaching,Mentors,Professional Development,Experiential Learning,Practicums

This article, written by a teacher educator who won an AUTC National Teaching Award in 2003, focuses on the strategies that might be used in teacher education programs as distinct from addressing subject matter concerns. Endorsing the need for optimal engagement, the article posits a model combining student centred learning (arguing that some strategies by their very nature require greater degrees of student exploration and interaction); problematic and situated learning which finds an ideal expression in case method; and more far reaching expressions of field -based experience including team teaching on site, mentoring and community based professional development.
Are Beginning Teachers with a Second Degree at a Higher Risk of Early Career Burnout
Author: Goddard, Richard
Date: 2004-06-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Burnout,Well Being,Teacher Surveys,Teacher Attitudes,Measures (Individuals),Academic Degrees,Multivariate Analysis,Scores,Correlation,Health,Symptoms (Individual Disorders),Foreign Countries

This study investigated the impact that holding a second university degree has on levels of burnout that is reported by beginning teachers during their first year of employment. This research formed part of an ongoing investigation that aims to identify important elements relating to teacher well-being during the transition from university to a teaching career. One hundred and twenty three teachers responded to a mail survey six weeks after they commenced full-time teaching (T1) and again six months later (T2). On both occasions the survey included the Educators Survey version of the Maslach Burnout Inventory (MBI: Maslach, Jackson, &amp; Leiter, 1996). Forty five percent of respondents indicated that they held a second university degree in addition to their Bachelor of Education qualification when they registered as a teacher. A between-subjects MANOVA indicated that there were no significant differences in burnout scores between those respondents holding an additional university degree and those who only held the Bachelor of associated with the manifestation of debilitating symptoms which, over time, lead to significant reductions in the health and well-being of individuals who experience this phenomenon (Cordes &amp; Dougherty, 1993; Kahill, 1988). Thirdly, the detrimental impact that burnout has upon individual workers significantly Education degree at T1. However, at T2, a similar analysis indicated that the group of respondents with a second degree had significantly higher burnout levels on two of the three MBI dimensions. These results suggest systematic differences may exist between the two categories of graduates and that these differences may impact on the rate at which burnout develops during the first year of a teaching career.
The Power of Collegiality in School-Based Professional Development
Author: Owen, Susanne
Date: 2005-02-00
Type: Journal Articles
Subjects: Foreign Countries,Collegiality,Professional Development,Teaching Experience,Teacher Attitudes,Educational Trends,Interviews,Case Studies,Time Management,Leadership Role,Teamwork,Cooperative Learning,Change Agents

The school has increasingly become the focus for teacher professional development and school leaders are maximizing teacher learning through restructuring time and meeting structures to create additional opportunities for collegial work within the school day. This research paper is the second part of a three stage research design investigating South Australian teachers' experiences of school-based professional development and how this relates to emerging trends. This second stage of research focuses on professional development and professional growth, by interviewing fifteen staff in three case study schools to obtain greater detail about the implementation of quality teacher learning strategies. This paper reports some of the findings from the interviews concerning school-based professional development in relation to previous Professional Development research. Using case studies, key issues identified in this report include creating time, teams and the role of leadership, thereby highlighting the power of collegial teacher learning.
Examination of the Relation between TEO Score and School Success in Terms of Various Variables
Author: Dogan, Emrah
Date: 2015-09-00
Type: Journal Articles
Subjects: Correlation,Scores,History Instruction,Grade Point Average,Grade 8,Secondary School Students,Information Systems,Student Characteristics,Family Income,Parent Background,Educational Background,Tests,Foreign Countries,Statistical Analysis

The aim of this study is to examine the relation between TEOG score and Grade Point Averages from TR History of Revolution and Kemalism course. The study was carried out with correlation survey design, which is one of the non-experimental research methods. The universe of the study is composed of 588 8th grade students in secondary schools in Sivas city center. The sample of the study is composed of 303 male and 285 female 8th grade students Study data were collected via logging on MNE Information System and Exam Result Announcement System of Measurement, Assessment Center with the students' own passwords. Besides, using a personal information form, personal information like the age, gender, parent education level and income level was collected. Data obtained from Information System of MNE and Exam Result Announcement System of Assessment and Evaluation Center were analyzed using PASW 18.0 package software, and the data, which has a parametric distribution, was statistically analyzed. Besides, to examine the relation between TEOG score, GPA and Academic Score from T.R. History of Revolution and Kemalism course, Pearson product-moment correlation statistics were used. As a result, no significant difference between gender, age and school success was found. Significant difference between students' family income level and parent education level was found. As a result of correlation analysis conducted to determine the relation between students' scores in TR History of Revolution and Kemalism course, TEOG score and Grade Point Average (GPA), it was concluded that the relation between them was significant.
Teaching Online: A Theory-Based Approach to Student Success
Author: Andrade, Maureen Snow
Date: 2015-09-00
Type: Journal Articles
Subjects: Success,Online Courses,Teaching Methods,Educational Theories,Faculty Development,Guidelines,Personal Autonomy,Capacity Building,Distance Education,Curriculum Design,Course Organization,Independent Study,Integrated Curriculum,Electronic Learning,Case Studies

Concerns about a lack of face-to-face contact with students, a focus on grading rather than teaching, and limited expertise with technology or needed pedagogical strategies, may contribute to instructor reluctance to teach online. The interaction between the instructor and learner and among learners affects the quality and success of online learning, and the learner's ability to master the outcomes associated with the targeted content or skill area as well as the broad outcomes of higher education such as critical thinking, problem-solving, and communication (Association of American Colleges and Universities, 2015). Success in distance courses is associated with the learners' ability to take responsibility for controlling the factors that affect learning (Andrade, 2012; Andrade &amp; Bunker, 2011). This paper presents a framework for instructor training for online teaching, and outlines specific strategies for community building and instructor response aimed at developing learner autonomy. The approach is based on the theories of transactional distance--structure, dialogue, and autonomy (Moore, 2013), self-regulated learning--forethought, performance, self-reflection (Zimmerman, 2002), and collaborative control--peer and instructor collaboration to control factors that affect learning (White, 2003). The theories provide a foundation for training and guide instructors in establishing a quality online teaching and learning experience. The approach is illustrated with a teacher training for online English language instructors.
Understanding Mathematics Classroom Teaching: Hermeneutics Inquiry
Author: Wang, Xiong
Date: 2015-09-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Instruction,Hermeneutics,Personal Narratives,Learning Processes,Inquiry,Foreign Countries

In order to understand meaning of mathematics classroom teaching, this paper uses narrative to present the meaning through hermeneutics inquiry from the author's research experiences. There are two threads in the research experience: research on classroom teaching and students' understanding in classroom teaching. The narrative provides not only a lived experience but a process for the action towards the essential meaning of students' learning through hermeneutics inquiry.
The Relationship between Preservice Elementary Mathematics Teachers' Beliefs and Metacognitive Awareness
Author: Hart, Lynn Cecilia
Date: 2015-09-00
Type: Journal Articles
Subjects: Beliefs,Metacognition,Preservice Teacher Education,Preservice Teachers,Mathematics Education,Schematic Studies,Program Implementation,Statistical Analysis,Knowledge Level,Prediction,Predictive Validity,Likert Scales,Measures (Individuals),Correlation,Attitude Measures,Foreign Countries,Mathematics Instruction,Learning

The purpose of this study was to examine the metacognitive awareness and the beliefs about mathematics teaching and learning of preservice elementary mathematics teachers and to explore the relationship between the two. The Metacognitive Awareness Instrument (MAI) and the Mathematics Beliefs Instrument (MBI) were implemented with 118 elementary mathematics preservice teachers studying in a large urban university in northwestern Turkey during the 2011-2012 academic year. Statistical analysis results revealed that elementary mathematics preservice teachers' knowledge about cognition and regulation of cognition specific domains of metacognition did predict together their beliefs about mathematics teaching and learning.
Student Science Teachers' Ideas of the Digestive System
Author: Cardak, Osman
Date: 2015-09-00
Type: Journal Articles
Subjects: Student Teachers,Science Teachers,Knowledge Level,Misconceptions,Anatomy,Human Body,Freehand Drawing,Science Process Skills,Foreign Countries

The aim of this research is to reveal the levels of understanding of student science teachers regarding the digestive system. In this research, 116 student science teachers were tested by applying the drawing method. Upon the analysis of the drawings they made, it was found that some of them had misconceptions such as &quot;the organs of the digestive system have no relationships with each other&quot; and &quot;it is an open-ended structure by which oral nutrients arrive at the stomach&quot;. Additionally, it was concluded that some of them had insufficient knowledge. The importance of the findings was analysed in detail in the light of literature information. Suggestions for how to eliminate these problems were provided.