ethanporcaro/eric-fulltext-meta huggingface dataset:
When Technology and Design Education Is Inhibited by Mathematics
Author: Gibson, Ken S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Secondary Education,Student Attitudes,STEM Education,Questionnaires,Focus Groups,Interviews,Technology Education,Design,Economic Factors,Human Capital,Context Effect,Mathematics Instruction

This paper explores the attitude to Mathematics of B.Ed. (Post-primary) Technology and Design student teachers, in Northern Ireland, and is located within the context of &quot;STEM&quot; (Science, Technology, Engineering and Mathematics). The aim of the research is to consider whether students' attitude to Mathematics is different when the subject content is presented within or outside their own subject area. Technology and Design provides both &quot;purpose&quot; and &quot;utility&quot; to the delivery of Mathematics. Based on the results of an attitudinal questionnaire and focus group interviews it has been concluded that there must be corporate responsibility for the teaching and delivery of Mathematics. Those involved in teaching Mathematics, whether directly or indirectly through a different subject area, must not only be knowledgeable in subject content and its associated pedagogy, but ideally convey a positive attitude towards Mathematics. (Contains 1 table.)
Teaching of Cultural Concepts in Botswana Junior Secondary Schools Design and Technology Curriculum
Author: Moalosi, Richie
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Content Analysis,Secondary Schools,Secondary School Teachers,Culturally Relevant Education,Course Content,Design,Technology,Case Studies,Qualitative Research,Cultural Awareness,Student Attitudes,Teacher Attitudes

This research explored the extent to which cultural concepts stipulated in Botswana Design and Technology curriculum are taught by teachers at junior secondary schools, a topic on which there is little previous research. The pinnacle of good product innovation is when it is grounded on sensitive cultural analysis of the society's culture. However, it has been observed that teachers have not yet been able to encode cultural concepts in teaching Design and Technology. A qualitative case study was conducted to assess the extent to which teachers teach and examine cultural concepts in Design and Technology. This data was analysed using the qualitative method of textual content analysis. The findings show that teachers do not teach this cultural component due to lack of relevant reference materials and other resources. The study concludes by proposing strategies that could be used to teach cultural concepts in the Design and Technology curriculum at secondary school level. (Contains 2 tables.)
Connecting Domains in Concept-Context Learning: A Model to Analyse Education Situations
Author: Koski, Marja-Ilona
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Elementary Education,Networks,Intellectual Disciplines,Social Environment,Concept Teaching,Scientific Concepts,Models,Theory Practice Relationship,Design

The use of context-concept education alongside existing approaches is valuable. In this article we introduce a three-domain model for concept-context learning that supports both the design process as well as the idea of concept learning. The model shows how practical and abstract knowledge should be combined to improve context-concept learning. The model acknowledges the dual nature of products and the need to relate practical, concrete experiences to causal explanations. It distinguishes three domains: the social context, the concrete product and the abstract knowledge domain. Here, the model is used to analyze, explain and suggest improvements for training primary school teachers in the Netherlands. The research data from the in-service teacher training show how continuous movement between the three domains is needed to develop creative, socially relevant solutions. The training would be better aimed towards the needs of the learner if the connection between the theory, concrete experiences with products and the social context is made more visible and inviting. (Contains 3 tables and 5 figures.)
A Study Investigating Indian Middle School Students' Ideas of Design and Designers
Author: Ara, Farhat
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle School Students,Curriculum Development,Surveys,Technology Education,Indians,Design,Student Attitudes,Secondary School Students,Qualitative Research,Statistical Analysis,Art,Planning

This paper reports on an investigation into middle school students' naive ideas about, and attitudes towards design and designers. The sample for the survey consisted of students from Classes 7 to 9 from a school located in Mumbai. The data were analysed qualitatively and quantitatively to look for trends in students' responses. Results show that Indian middle school students, who had no experience in design and technology education, demonstrated an incomplete understanding of what design is and what designers do. Most students considered design as some artistic rendering process where the designer is engaged in decorating or making things look attractive. Very few students suggested design as planning before making. Students demonstrated a good understanding of the skills associated with designers and showed a positive attitude towards designers and design learning. Insights from the study have implications for design curriculum development at the school level. (Contains 7 tables.)
Creating Technology-Enhanced, Learner-Centered Classrooms: K-12 Teachers' Beliefs, Perceptions, Barriers, and Support Needs
Author: An, Yun-Jo
Date: 2012-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Rural Schools,Educational Principles,Pedagogical Content Knowledge,Inservice Teacher Education,Barriers,Beliefs,Teaching Conditions,Computer Uses in Education,Questionnaires,Statistical Analysis,Educational Needs,Teacher Attitudes,Teacher Surveys

Although a wealth of literature discusses the factors that affect technology integration in general and how to improve professional development efforts, few studies have examined issues related to learner-centered technology integration. Thus, this study aims to explore K-12 teachers' beliefs, perceptions, barriers, and support needs in the context of creating technology-enhanced, learner-centered classrooms. The researcher used an online survey to collect data, and 126 teachers participated in the survey. The findings of this study provide practical insights into how to support teachers in creating technology-enhanced, learner-centered classrooms. This article discusses the implications for professional development and the need for paradigm change. (Contains 5 tables.)
The New Learning Ecology of One-to-One Computing Environments: Preparing Teachers for Shifting Dynamics and Relationships
Author: Spires, Hiller A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Classroom Environment,Educational Change,Educational Theories,Teacher Education,Teacher Role,Teacher Student Relationship,School Community Relationship,Educational Research,Technology Integration,Educational Policy,Teaching Methods,Laptop Computers,Computer Uses in Education

Despite growing research and evaluation results on one-to-one computing environments, how these environments affect learning in schools remains underexamined. The purpose of this article is twofold: (a) to use a theoretical lens, namely a new learning ecology, to frame the dynamic changes as well as challenges that are introduced by a one-to-one laptop computing initiative; and (b) to highlight the shifting dynamics and relationships in the new learning ecology that emerging research has shown have implications for better preparing teachers and students to manage the change. The new learning ecology is an evolving attempt to create a multifaceted theoretical frame that takes into account the complexity of one-to-one teaching and learning environments. Future scholarly activity on one-to-one environments should provide coherence around research and theoretical agendas so that practitioners can better operationalize findings in their practice. (Contains 2 figures.)
TPACK Goes to Sixth Grade: Lessons from a Middle School Teacher in a High-Technology-Access Classroom
Author: Wetzel, Keith
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Classroom Techniques,Student Projects,Observation,Active Learning,Grade 6,Middle School Teachers,Pedagogical Content Knowledge,Experienced Teachers,Language Arts,Pilot Projects,English Instruction,Rural Schools,Technology Integration,Educational Technology,Computer Assisted Instruction,Laptop Computers,Teaching Methods,Case Studies,Interviews,Classroom Observation Techniques,Writing Workshops,Multimedia Materials

This is a qualitative study addressing the question: In what ways does a sixth grade middle school teacher show evidence of behaviors that fit the Technological Pedagogical Content Knowledge (TPACK) framework in the classroom? The researcher observed in this class, interviewed the teacher, and looked for evidence of the interplay between components of the framework. This teacher's class was particularly appropriate for this study because she was an experienced teacher her school district selected to pilot a classroom with many technologies, including one laptop for each student. Applying the TPACK theoretical framework to her classroom helps us better understand how the framework is translated into practice. Findings indicate that the teacher provided a foundation for the use of technology in content (language arts) and pedagogy (project-based learning). The teacher demonstrated technological pedagogical knowledge through well-planned classroom management practices as well as the interplay between components of the framework. Recommendations include the use of the TPACK framework as a lens for classroom observation and the need for additional cases to be used in professional development. (Contains 2 figures and 1 table.)
Cyberethics, Cybersafety, and Cybersecurity: Preservice Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference
Author: Pusey, Portia
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Standards,Laws,Modeling (Psychology),Knowledge Base for Teaching,Ethics,Safety,Student Attitudes,Teacher Attitudes,Technology Integration,Educational Technology,Computer Uses in Education,Computer Security,Information Security,Internet,Surveys,Statistical Analysis

In teacher education programs, preservice teachers learn about strategies to appropriately integrate computer-related and Internet-capable technologies into instructional settings to improve student learning. Many presume that preservice teachers have the knowledge to competently model and teach issues of safety when working with these devices as well. This study investigated the current knowledge and understandings preservice teachers have about cyberethics, cybersafety, and cybersecurity (C3) topics and their beliefs about their ability to teach them. The researchers conducted a survey with 318 preservice teachers asking them to rate their ability to model or teach 75 C3 topics. The results indicated that the respondents were not prepared to model or teach C3 topics. (Contains 2 tables.)
Teachers' Opinions of Interdisciplinary Reports: The Children's Assessment Team
Author: Roberts, Rachel M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Research Reports,Foreign Countries,Primary Education,Intervention,Interdisciplinary Approach,Pervasive Developmental Disorders,Teacher Attitudes,Developmental Psychology,Child Development

There has been almost no investigation of reports produced by interdisciplinary teams. Feedback was obtained from 30 teachers regarding a typical (but fictional) report written by the Children's Assessment Team at Flinders Medical Centre. Quantitative and thematic analysis revealed that the same features that contribute to the effectiveness of a psychological report were relevant to inter-disciplinary reports. Readability, explanation of technical terms, use of behavioural examples and an initial summary paragraph were cited as useful report components. While teachers appreciated the clarity and detail of the report, they requested more detailed, concrete recommendations for interventions within a classroom setting. (Contains 2 tables and 1 figure.)
Attachment across the Life Span: Factors that Contribute to Stability and Change
Author: McConnell, Megan
Date: 2011-00-00
Type: Information Analyses
Subjects: Infants,Adolescents,Adults,Longitudinal Studies,Child Development,Predictor Variables,Attachment Behavior,Educational Development,Social Development,Educational Psychology,Symptoms (Individual Disorders),Caregiver Child Relationship,Coping,Identification

The purpose of this paper is to provide a comprehensive review of the empirical findings on the stability of attachment from infancy through adulthood. More specifically, the paper discusses the longitudinal research concerning the continuity of attachment from infancy to adulthood as well as those studies that have assessed stability within a shorter time frame, across the various developmental periods (infancy, early childhood, adolescence and adulthood). This paper provides a unique contribution in examining developmental issues surrounding attachment stability and change. Additionally, since few studies have examined the factors that contribute to stable security and change from insecurity to security, this review highlights the variables that are influential in predicting attachment security.
Teachers' Recognition and Referral of Anxiety Disorders in Primary School Children
Author: Headley, Clea J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Anxiety Disorders,Teachers,Referral,Anxiety,Investigations,Primary Education,Children,Questionnaires,Teacher Attitudes,Elementary School Teachers,Identification,Foreign Countries,Feedback (Response),Developmental Psychology

This study investigated the ability of primary school teachers to recognise and refer children with anxiety symptoms. Two hundred and ninety-nine primary school teachers completed a questionnaire exploring their recognition and referral responses to five hypothetical vignettes that described boys and girls with varying severity of anxiety symptoms. Results revealed that teachers were generally able to recognise and make the decision to refer children with severe levels of anxiety. However, they had difficulty distinguishing between children with moderate anxiety symptoms and a severe anxiety disorder. Female teachers were more likely to refer children than were male teachers. The implications and future research are discussed. (Contains 1 table and 2 figures.)
The Relationship among Achievement Motivation Orientations, Achievement Goals, and Academic Achievement and Interest: A Multiple Mediation Analysis
Author: Abd-El-Fattah, Sabry M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Achievement,Achievement Need,Motivation,Program Effectiveness,Foreign Countries,Secondary School Students,Secondary Education,Educational Objectives,Student Attitudes,Questionnaires,Feedback (Response)

The aim of the present study is to examine the relationships among achievement motivation orientations and academic achievement and interest and whether achievement goals mediate these relationships. A sample of 503 students aged 14-16 years from 8 secondary schools in two Australia cities responded to a questionnaire package, comprising measures of individual-oriented achievement motivation (IOAM), social-oriented achievement motivation (SOAM), achievement goals, and academic interest. Results of the study showed IOAM and SOAM correlated positively. Students endorsed higher levels of IOAM than SOAM. IOAM correlated positively with a mastery-approach goal whereas SOAM correlated positively with mastery-approach, performance-approach, and performance-avoidance goals. Performance-approach and performance-avoidance goals mediated the relationship between SOAM and academic achievement. Mastery-approach goals mediated the relationship between IOAM and SOAM and academic interest. (Contains 2 tables and 2 figures.)
An Enlightenment "Experience" and Plato's Parable of the Cave: Reflections on a Vision-Quest Gone Awry
Author: Burch, Kerry
Date: 2011-00-00
Type: Journal Articles
Subjects: Intellectual History,Educational Philosophy,Reflection,Undergraduate Study,Experiential Learning

This essay was conceived as an experiment that was brought about by an unpredictable set of circumstances. The author found himself being challenged by a student within his classroom to go on what the student called a "vision-quest." He accepted the challenge. This essay presents an account of both this experience and his attempt to impose structure and order and meaning onto what was a messy and chaotic event. The author is quite certain none of this would have occurred had he not been teaching the parable of the cave under the aegis of the "personal essay." The essay is thus an experimental homage to this genre of writing. (Contains 13 footnotes.)
Trudge toward Freedom: Moral Commitment and Ethical Action in Education
Author: Ayers, William
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Privatization,Singing,Democracy,Educational Opportunities,Anti Intellectualism,Ethics,Freedom,Moral Values,Criticism,Political Influences,Educational Policy,Fear,Art,Environment,Disadvantaged,Leadership,Activism,Citizenship,Standardized Tests

In this article, William Ayers constructs his Phil Smith Lecture as a call to action.  Grounded in democratic principles of equality and social justice, the author invokes a liberal conception of human worth and the universal right to educational opportunity. The author critiques the passivity of the American polity in the face of Barack Obama's election and subsequent educational policies. The speech begins by quoting from Bertolt Brecht's poem "Motto," which asks, "In [the] dark times will there also be singing" and answers, "Yes, there will be singing. /About the dark times."  Ayers lists examples of the contemporary dark times: climate changes, Tea Party triumphalism, the privatization of the public space, Smithsonian's bowing to anti-intellectualism and art phobia. But, says Ayers, there is much singing in these dark times too, such as those of the mothers at Whittier School in Chicago seizing a field house and demanding a library for their children; the Cochabamba and Cancun gatherings, and the seizing of global environmental leadership from the powerful elites by the marginalized; and Wikileaks and especially Bradley Manning, "the soldier locked in a military dungeon for the crime of truth-telling." Ayers maintains that resisting the war culture and the degrading of democracy is a way to sing the dark times, too. In these and other examples, Ayers references historical symbols of resistance in the face of tyranny and issues a call to mobilization with the goal of realizing democratic ideals in the broader society and education specifically. He argues that we should focus our efforts not on the production of things so much as on the production of fully developed human beings who are capable of controlling and transforming their own lives, citizens who can participate fully in our shared public life. As such, it is argued herein that educators, students, and citizens should demand an education worthy of a democracy. This includes an end to sorting people into winners and losers through expensive standardized tests which act as pseudo-scientific forms of surveillance; an end to starving schools of needed resources and then blaming teachers and their unions for dismal outcomes; and an end to "savage inequalities" and the rapidly accumulating "educational debt," the resources due to communities historically segregated, under-funded and under-served. The responsibility for enacting a democratic society lies with each one of us, he asserts. He further asserts that "in saying goodbye to complacency in a heartless world, to deference, didacticism, ego and the need to always be right," Ayers underscores that activism is not merely verbal and scholarly. It is fundamentally to take action.
Rival Visions: J.J. Rousseau and T.H. Huxley on the Nature (or Nurture) of Inequality and What It Means for Education
Author: Currie-Knight, Kevin
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Theories,Educational History,Vocational Education,Nature Nurture Controversy

Jean-Jacques Rousseau (1712-1778) and Thomas Huxley (1852-1895) had different, but substantial, effects on the history of education. Rousseau's educational theories supplied the intellectual foundation for pedagogical progressivism. Huxley's educational writings helped to enlarge the scope of the British curriculum to include such things as science and vocational education. Where Rousseau championed child-centered and "natural" education, Huxley championed more and better teacher-centered institutional education. In addition to their different impacts on education, Rousseau and Huxley had vastly different ideas on a wide range of topics: most notably, the character of "natural man" and whether society tends to produce or lessen inequality. In 1890, Huxley wrote "On the Natural Inequality of Men" as a critique of Rousseau's views on these subjects. In this article, the author argues that Rousseau's and Huxley's different visions of natural man and the desirability of society can largely help explain their different visions of education and its proper purpose. (Contains 31 footnotes.)
Should Children Learn to Solve Problems?
Author: Watras, Joseph
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Problems,Educational Theories,Scientific Methodology,Ecology,Cybernetics,Teaching Methods,Problem Solving,Educational Philosophy,Social Justice,Teacher Role,Educational Change,Social Change,Values

In this comparative essay, the author discusses the opposing educational theories of John Dewey and Gregory Bateson. While Dewey believed that the scientific method was the dominant method of solving problems and thereby acquiring knowledge that  mattered, Bateson warned that this one-sided approach would lead to actions that could destroy the environment. Bateson, alternatively, proposed the theory of cybernetics. In a memorandum explaining the issues, Bateson proposed the consideration of three cybernetic or self-governing systems: (1) individual humans; (2) human society; and (3) the ecosystem. This author contends that, although many people know of Dewey and Bateson, their ideas seem out of touch with contemporary concerns. A debate that took place during the 1990s illustrates that the question of whether people should apply the scientific  method to social problems remains important. On the one side, C. A. Bowers claimed that people should determine the value of educational reforms by considering whether they reduced the ecological crisis. On the other hand, Peter McLaren argued that teachers should work to solve the problems of social inequality. This exchange illustrated that people disagree about whether social progress comes from people learning to solve problems. On the one hand, Dewey would contend that progress could arise from people learning to control the environment. On the other hand, Bateson warned that the world is more complicated than people realize. The connections among things could cause efforts to control something to destroy another. The ideas of Dewey and Bateson suggest an answer to the question  whether schools should teach students to solve problems even though their thoughts extend beyond the scope of that issue. (Contains 18 footnotes.)