ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Legitimacy in Student Teaching: Learning to &quot;Feel&quot; Like a Teacher
Author: Cuenca, Alexander
Date: 2011-00-00
Type: Journal Articles
Subjects: Cooperating Teachers,Student Teaching,Student Teachers,Experiential Learning,Teaching (Occupation),Access to Information,Teacher Role,Communities of Practice,Theory Practice Relationship,Sociocultural Patterns,Qualitative Research,Apprenticeships,Teacher Characteristics,Social Structure,Teaching Experience,Elementary Education,Grade 4

A key factor in learning to teach during student teaching is the cooperating teacher, who supports and mentors prospective teachers. In the apprenticeship that is student teaching, the cooperating teacher serves as a gatekeeper to the experiential learning of pre-service teachers. Although several studies indicate the significant influence cooperating teachers have on student teachers' beliefs about the teaching profession, professional norms, or what student teachers decide to teach, the focus of many of these studies equate mentorship with the direct transmission of teacher knowledge to student teachers. Often missing in the student teaching literature is the crucial role of the cooperating teacher in sanctioning the entrance of the student teacher into the community of teaching and providing access to the settings that contain the tools, artifacts, and message systems student teachers need to learn to teach from the activity of student teaching. Seeking to address this gap in the research literature, this study explores the following research question: how is access to the practice of teaching granted by cooperating teachers during the student teaching experience? In particular, the author examines how two student teachers saw their cooperating teachers conferring legitimacy on them during student teaching. Drawing on the work of Lave and Wenger (1991), who suggest that the social structure of any community of practice, such as teaching, defines the possibilities for learning, this study attempts to identify dimensions of legitimacy and access that can provide favorable conditions for learning during the student teaching experience. By providing a sociocultural perspective on the work of learning to teach during student teaching, this study builds on work that frames the role of the cooperating teacher as a socializing agent, and contributes another perspective on the social structures that constitute an effective student teaching experience.
Focused Career Choices: How Teacher Educators Can Assist Students with Purposeful Career Decision-Making throughout a Teacher Education Program
Author: Mahon, Jennifer
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Responsibility,Faculty Advisers,Teaching (Occupation),Career Choice,Decision Making,Conflict,Teacher Education Programs,Teaching Experience,Teacher Persistence,Career Counseling,Career Planning,Models,Theory Practice Relationship

The authors believe that many teacher educators are charged with teaching and advising those seeking initial teacher licensure. They must make a concerted effort to have students reflect seriously on the meanings they are constructing of their work. They need to ask them to gauge continually their confidence in their career choice when they are engaged in learning what is required in the daily work of teaching. The authors state that teacher educators need to be in the business of preparing teachers who show up everyday focused on the task at hand, on the children, and not on planning for how they will get their "real job." This article seeks to illuminate aspects of career choice and conflict for teacher education students seeking initial licensure. Secondly, foundational knowledge on career decision-making is addressed. Finally, suggestions are made for ways in which a career-counseling model might be directly applied within a curriculum framework. (Contains 1 note.)
Perceptions of Self and the &quot;Other&quot;: An Analysis of Challenges to &quot;And Tango Makes Three&quot;
Author: Magnuson, Marta L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Parent Rights,Constitutional Law,Journal Articles,Content Analysis,Mass Media Effects,Books,Librarians,Cultural Differences,Intellectual Freedom,Censorship,School Libraries,Freedom of Speech

Understanding what motivates people to challenge books and how community members react to these challenges can help librarians find better ways to work with challengers to come to equitable solutions. This study focused on the motives behind challenges to the acclaimed children's book &quot;And Tango Makes Three&quot; and the reasoning given by those who opposed these challenges. Qualitative content analysis was done on newspaper and library journal articles that discussed challenges to the book. Analysis revealed five major themes: third-person effect, parental rights, scarcity, First Amendment rights, and diversity.
Exploring the Experiences of Upper Elementary School Children Who Are Intrinsically Motivated to Seek Information
Author: Crow, Sherry R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Students,Motivation,Information Seeking,Grade 5,Librarians,Models,Student Surveys,Adolescents,Lifelong Learning,Information Technology,Interviews,Reading,Freehand Drawing,Creativity

This article describes research conducted to understand the experiences of children in order to inform school librarians' practice in fostering intrinsic motivation for information seeking. An inductive naturalistic approach was used to explore the following question: &quot;What are the experiences in the lives of upper-elementary school children that foster an intrinsic motivation to seek information?&quot; The conceptual framework was composed of Taxonomy of Tasks (Bilal 2002) and A Theoretical Model of Urban Teen Development (Agosto and Hughes-Hassell 2006a, 2006b). Self-Determination Theory (Deci and Ryan 1985) provided the theoretical framework. Participants were survey-selected fifth graders from three diverse schools. Data was collected through interviews and drawings. Students described various family situations and school experiences, and exhibited different communication styles. They exhibited affinity for play, tendency toward creativity, and the disposition of noncompetitiveness. Informants indicated a variety of information-seeking styles and interests, engaged in information seeking to facilitate maturation into adolescence, and recounted diverse information-seeking episodes. All experienced a &quot;point of passion,&quot; and &quot;anchor&quot; relationships helped foster their intrinsic motivation for information seeking. Topic interest and relevance, group work, task choice, creating a final product, and fewer time constraints were all components of the students' intrinsically motivating information-seeking episodes. Recommendations for practitioners are included. (Contains 4 figures and 7 tables.)
Values-Oriented Factors Leading to Retention of School Librarian Positions: A School District Case Study
Author: Ewbank, Ann Dutton
Date: 2011-00-00
Type: Journal Articles
Subjects: School Libraries,School Districts,Advocacy,Values,Governing Boards,Library Services,Librarians,Administrators,Case Studies,Urban Schools,High School Students,Superintendents,Models,Interviews,Decision Making,Labor Turnover,Employees,Employment

The number of U.S. school librarians has greatly diminished despite advocacy efforts on the local and national level. This case study investigated the factors that led governing board members in a mid-size urban high school district to retain certified school librarian positions despite a major economic crisis. Data were collected through school district documents and interviews with the district superintendent, a governing board member, the director of finance, a school administrator, and a librarian. Using an organizational decision-making framework, the researcher constructed the following values-oriented themes contributing to the retention of librarians: employee involvement, transparency in communication, trust between district leadership and the governing board, a commitment to the district's core values, and the value placed on the school library program by the district's stakeholders. Findings indicated that practitioners can advocate on the basis of organizational factors that contribute to school librarian retention. Future research should investigate additional school districts' decision-making processes in the retention of school librarian positions. All locations and names used in this study are pseudonyms. (Contains 1 figure.)
Educating Preservice School Librarians to Lead: A Study of Self-Perceived Transformational Leadership Behaviors
Author: Smith, Daniella
Date: 2011-00-00
Type: Journal Articles
Subjects: Mentors,Poverty,Leadership Training,National Norms,Correlation,Social Environment,Librarians,Transformational Leadership,Leadership,Masters Degrees,Masters Programs,Higher Education,Library Science,Surveys,Partnerships in Education,School Libraries,Teacher Education Programs

The purpose of this study was to determine the factors that impacted the level of self-perceived transformational leadership potential in preservice school librarians who participated in a master's degree program in library and information studies focusing on leadership development. A mixed-method concurrent triangulation research design was implemented by using pre-existing data, the Leadership Practices Inventory (LPI), and a survey designed by the researcher.The study findings indicated that the participants' leadership training facilitated the development of their self-perceived transformational leadership behaviors to a significantly higher level than the established national norms for the LPI in two areas--Modeling the Way and Enabling Others to Act. In addition, the assessment of leadership potential given during the program selection process had a positive correlation with the LPI subscale for Enabling Others to Act. Moreover, the social context of each participant's circumstances had an impact on their self-perceived transformational leadership potential when considering the participants' satisfaction with the support they received from their mentors, the amount of time they spent with their mentors, whether they selected or were assigned a mentor, their Graduate Record Exam scores, and the poverty level within their schools districts. (Contains 3 figures.)
Remote from What? Perspectives of Distance Learning Students in Remote Rural Areas of Scotland
Author: Macintyre, Ronald
Date: 2011-05-00
Type: Journal Articles
Subjects: Open Universities,Distance Education,Rural Areas,Foreign Countries,Educational Technology,Student Experience,Rural Education,Student Attitudes,Tutors,Geographic Location,Peer Relationship,Teacher Student Relationship

Distance learning is seen as the obvious answer for remote learners, and the use of online media is expected to overcome any access difficulties imposed by geographical distance. However, this belief may be obscuring our understanding of the role that location and individual circumstances have in shaping student experience. This paper explores the variation in experiences of remote rural students who study with the Open University (UK). The researchers found that perceptions of remoteness depended on geography, but were also relative to individual circumstances. With respect to students' sense of connection with university staff and peers, most mentioned their contact with their personal tutor. Networks with peers were less common, a matter of concern if peer networks are integral to fostering improved retention and progression. In this particular context, distance education may be playing an important and distinctive role for remote students by providing opportunities for connections with like-minded people. (Contains 1 table and 1 figure.)
Decolonizing Cyberspace: Online Support for the Nunavut MEd
Author: McAuley, Alexander
Date: 2011-05-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Eskimos,Foreign Countries,Internet,Eskimo Aleut Languages,Masters Programs,Instructional Leadership,Cooperation,Academic Achievement,Program Design,Teaching Methods,Program Descriptions,Teacher Education,Blended Learning,Administrator Education

Offered between 2006 and 2009 and graduating 21 Inuit candidates, the Nunavut Master of Education program was a collaborative effort made to address the erosion of Inuit leadership in the K-12 school system after the creation of Nunavut, Canada's newest territory, in 1999. Delivered to a large extent in short, intensive, face-to-face courses, the program also made extensive use of online supports. This paper outlines the design challenges--geographical, technological, pedagogical, and cultural--that faced the development and delivery of the online portion of the program. It highlights the intersection of the design decisions with the decolonizing principles that framed the program as a whole, the various and varying roles played by the online environment over the course of the program, and the program's contribution to student success. (Contains 1 table and 5 figures.)
Attracting, Preparing, and Retaining Under-Represented Populations in Rural and Remote Alberta-North Communities
Author: Steel, Nancy
Date: 2011-05-00
Type: Journal Articles
Subjects: Economic Progress,Distance Education,Foreign Countries,Educational Methods,Disproportionate Representation,Rural Areas,Adult Education,Student Recruitment,Academic Persistence,Educational Technology,Computer Uses in Education,Access to Education,Student Needs,Barriers,Indigenous Populations,Postsecondary Education

For several years, the government of the western Canadian province of Alberta has drafted policies and conducted research on the problem of populations under-represented in adult education. This Alberta-North and Athabasca University study, funded by the Alberta government's Innovation Fund, uses the advice and educational experiences of northern former and present students, and of other community members, to identify ways of better attracting, preparing, and retaining under-represented populations in northern Alberta communities through provision and training in the use of distance delivery methods. The research reported here commences with a review of the literature to investigate the following: 1) the contribution distance education makes globally to learning access in remote areas (and resulting economic growth for under-served populations); 2) how support is provided to retain isolated students; and 3) the help needed to assist remote students to complete distance programs. Community consultations with social service and education agencies in three communities were conducted in order to obtain their perspectives about what helps to attract and support students to educational programs and the barriers students typically encounter, which might be mitigated by distance methods. Finally, a survey was designed and distributed in 87 Alberta-North communities in northern Alberta and across Canada's Northwest Territories to add perspective to the consultation results. (Contains 4 tables and 1 figure.)
Helping Autism-Diagnosed Teenagers Navigate and Develop Socially Using E-Learning Based on Mobile Persuasion
Author: Ohrstrom, Peter
Date: 2011-05-00
Type: Journal Articles
Subjects: Autism,Adolescents,Social Development,Computer Uses in Education,Student Motivation,Interpersonal Competence,Simulation,Computer Software,Handheld Devices,Telecommunications,Computer Mediated Communication

The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) research project involves the creation of an e-learning toolset that can be used to develop individualized tools to support the social development of teenagers with an autism diagnosis. The e-learning toolset is based on ideas from persuasive technology. This paper addresses the system design of the HANDS toolset as seen from the user's perspective. The results of the evaluation of prototype 1 of the toolset and the needs for further development are discussed. In addition, questions regarding credibility and reflections on ethical issues related to the project are considered. (Contains 3 figures.)
Internet Technology-Based Projects in Learning and Teaching English as a Foreign Language at Yakutsk State University
Author: Zamorshchikova, Lena
Date: 2011-05-00
Type: Journal Articles
Subjects: Distance Education,Foreign Countries,Internet,English (Second Language),Educational Technology,Computer Uses in Education,Second Language Learning,College Students,Social Networks,Web Sites

This paper discusses recent uses of information and communication technologies (ICTs) in fostering Internet-based projects for learning English as a Foreign Language (EFL) at the Faculty of Foreign Languages in Yakutsk State University, Russia. It covers the authors' experiences integrating distance education and creating educational resources within the Moodle LMS and wiki projects based on Web 2.0 social networking technologies. Also it discusses our international project, Net-based Course Development: English through Digital Storyline, in cooperation with the University of Tromso, Norway.
Educating the Citizen of Academia Online?
Author: Solberg, Mariann
Date: 2011-05-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Academic Education,Lifelong Learning,Internet,Teaching Methods,Rural Areas,Computer Uses in Education,Postsecondary Education,Computer Mediated Communication,Educational Quality,Conferences (Gatherings),Philosophy,Personal Autonomy,Learner Engagement

The Arctic is a vast, sparsely populated area. The demographic situation points to online distance education as a solution to support lifelong learning and to build competence in the region. An overall aim of all university education is what Hans Georg Gadamer calls &quot;Bildung&quot;, what we in Norwegian call &quot;dannelse&quot; and what Richard Rorty has called &quot;edification&quot;. A first problem to be addressed here is that in online distance learning some teachers find that is harder to support the development of the student's voice. Being able to express oneself and to position oneself in a scientific community is vital for a well-educated graduate. Another problem in online education has been the extensive use of writing as a means in the student's learning process. Writing is vital to academic education, but in online courses there is in general a danger of overuse. At the University of Tromso we have tested the web conference tool Elluminate Live. This is a real-time application, integrated in the University's learning management system (LMS), Fronter. The application enables synchronous oral dialogue, simultaneous sharing of texts, and so forth. I present our main experience with the use of Elluminate Live and discuss the extent to which this application has turned out to be helpful in developing the quality of online courses. (Contains 4 footnotes.)
Re-Thinking Sustainable Education Systems in Iceland: The Net-University Project
Author: Rennie, Frank
Date: 2011-05-00
Type: Journal Articles
Subjects: Higher Education,Distance Education,Foreign Countries,Educational Resources,Teaching Methods,Sustainability,Change Strategies,Educational Change,Technology Transfer,Delivery Systems,Comparative Education,Best Practices,Educational Innovation,Educational Policy,Economic Impact

The recent economic crisis in Iceland has raised issues of the sustainability of Icelandic higher education to new levels of importance. A key strategy in relation to this economic crisis is to consider the merger of the four public universities in Iceland and to introduce a much higher engagement with online and open delivery methods of higher education. The Net-University Project was an EU Leonardo-funded initiative to compare approaches to open and distance education in Iceland, Sweden, and Scotland, with additional lessons from Atlantic Canada. In particular, it sought to focus on the transfer of innovation in continuing university education, with particular emphasis on the development and delivery of online higher education courses throughout rural Iceland (i.e., outside of Reykjavik). The partners concentrated on how knowledge and experience about distributed and distance learning models could be transferred between the partner countries and how such models can be integrated into the education system to better support higher education and lifelong learning. There was a particular interest in the practical use of open educational resources (OER) for course design and in the sharing of these course modules among university partners. Some good practice and lessons from OER use in course creation are listed. (Contains 1 footnote, 1 table, and 3 figures.)
Resurgence of Temporal Patterns of Responding
Author: Cancado, Carlos R. X.
Date: 2011-05-00
Type: Journal Articles
Subjects: Intervals,Reinforcement,Feedback (Response),Animals,Behavior Patterns,Experimental Psychology,Science Education,Evaluation Methods,Data Analysis

The resurgence of temporal patterns of key pecking by pigeons was investigated in two experiments. In Experiment 1, positively accelerated and linear patterns of responding were established on one key under a discrete-trial multiple fixed-interval variable-interval schedule. Subsequently, only responses on a second key produced reinforcers according to a variable-interval schedule. When reinforcement on the second key was discontinued, positively accelerated and linear response patterns resurged on the first key, in the presence of the stimuli previously correlated with the fixed- and variable-interval schedules, respectively. In Experiment 2, resurgence was assessed after temporal patterns were directly reinforced. Initially, responding was reinforced if it approximated an algorithm-defined temporal pattern during trials. Subsequently, reinforcement depended on pausing during trials and, when it was discontinued, resurgence of previously reinforced patterns occurred for each pigeon and for 2 of 3 pigeons during a replication. The results of both experiments demonstrate the resurgence of temporally organized responding and replicate and extend previous findings on resurgence of discrete responses and spatial response sequences. (Contains 2 tables and 9 figures.)
The Effects of Session Length on Demand Functions Generated Using FR Schedules
Author: Foster, T. Mary
Date: 2011-05-00
Type: Journal Articles
Subjects: Feedback (Response),Comparative Analysis,Time Factors (Learning),Behavior,Experiments

In comparing open and closed economies, researchers often arrange shorter sessions under the former condition than under the latter. Several studies indicate that session length per se can affect performance and there are some data that indicate that this variable can influence demand functions. To provide further data, the present study exposed domestic hens to series of increasing fixed-ratio schedules with the length of the open-economy sessions varied over 10, 40, 60, and 120 min. Session time affected the total-session response rates and pause lengths. The shortest session gave the greatest response rates and shortest pauses and the longest gave the lowest response rates and longest pauses. The total-session demand functions also changed with session length: The shortest session gave steeper initial slopes (i.e., the functions were more elastic at small ratios) and smaller rates of change of elasticity than the longest session. Response rates, pauses, and demand functions were, however, similar for equivalent periods of responding taken from within sessions of different overall lengths (e.g., total-session data for 10-min sessions and the data for the first 10 min of 120-min sessions). These findings suggest that differences in session length can confound the results of studies comparing open and closed economies when those economies are arranged in sessions that differ substantially in length, hence data for equivalent-length periods of responding, rather than total-session data, should be of primary interest under these conditions. (Contains 5 tables and 6 figures.)