ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;When the Wattle Comes Out, the Turtles Are Ready&quot;: Success of the
Enhanced Teacher Training Program
Author: Harrington, Ingrid
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Scholarships,Teacher Recruitment,Teacher Persistence,Indigenous Populations,Cultural Awareness,Program Evaluation,Internship Programs,Teacher Attitudes,Teacher Surveys,Semi Structured Interviews

Teacher preparation and preparedness have been the focus of much research connecting quality teaching and learning, retention, and teacher satisfaction (Halsey, 2005; Hayes, Mills, Christie, &amp; Lingard, 2006; MCEETYA, 2006). The successful recruitment and retention of teachers to rural and remote schools Australia-wide has been problematic for all states and territories (Vinson, 2002). Education departments have implemented a number of immersion programs with success (Halsey, 2005) in order to empower new teachers with the cultural and classroom awareness necessary for teaching in Indigenous communities. In 2006, the New South Wales (NSW) Department of Education and Training (DET) implemented the Enhanced Teacher Training (ETT) scholarship program. This paper reflects on the experiences and retention of the first five teachers to graduate through the UNE ETT scholarship program, three years since successfully
entering the teaching profession in indigenous communities in NSW.
How Can Technology Make This Work? Preservice Teachers, Off-Campus
Learning and Digital Portfolios
Author: Moran, Wendy
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Portfolios (Background Materials),Electronic Publishing,Information Technology,Computer Uses in Education,Preservice Teachers,Cooperative Learning,Indigenous Populations,Videoconferencing,Computer Mediated Communication,Student Surveys,Computer Literacy,Qualitative Research,Action Research

Utilising appropriate Information Communication Technologies (ICT) as instructional tools in teacher education can be a challenging yet worthwhile endeavour. This paper reports the difficulties and benefits of a recent inter-university project requiring preservice primary teachers to construct professional digital portfolios using the support of ICT. Challenges with regard to communication and learning were numerous as 34 preservice
teachers (PSTs) from three universities in NSW (situated in country towns, and in Sydney) worked together as a collaborative learning community. Meeting regularly face-to-face during the 12-month process was not always possible and so ICT resources were employed to facilitate instruction and communication. An action research methodology generated a data set of surveys, observational field notes, and student assessment artefacts. We share the findings in this paper so that others may learn from our experiences in using free access software and commonplace hardware when constructing digital portfolios with students who are some distance from campus. (Contains 2 figures and 3 tables.)
Turkish Primary School Teachers' Opinions about Problem Posing
Applications: Students, the Mathematics Curriculum and Mathematics Textbooks
Author: Kilic, Cigdem
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Curriculum,Textbooks,Teacher Attitudes,Problem Solving,Questionnaires,Elementary School Teachers,Elementary School Mathematics,Teaching Methods,Teacher Education,Teaching Experience

Problem posing is one of the most important topics in a mathematics education. Through problem posing, students gain mathematical abilities and concepts and teachers can evaluate their students and arrange adequate learning environments. The aim of the present study is to investigate Turkish primary school teachers' opinions about problem posing applications for students, the mathematics curriculum and textbooks. A 30-item questionnaire was developed by the researcher and administered to 18 primary schools. Altogether, 277 primary school teachers participated in the study. The results showed that Turkish primary school teachers have positive views about problem posing applications related to students but negative opinions about the mathematics curriculum and mathematics textbooks. (Contains 4 tables.)
Instructional Enhancements to Improve Students&apos; Reading Abilities
Author: Stoller, Fredricka L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Instruction,Student Motivation,Reading Fluency,Vocabulary Development,Reading Comprehension,Curriculum Design,English (Second Language),Second Language Instruction,Reading Ability,Reading Achievement,Instructional Materials,Reading Skills

This article offers five instructional enhancements that help students become better readers. These classroom practices coincide with five key elements of English as a Foreign Language (EFL) reading instruction: &quot;extensive practice and exposure to print,&quot; &quot;commitment to building student motivation,&quot; &quot;attention to reading fluency,&quot; &quot;vocabulary building,&quot; and &quot;comprehension skills practice and discussion.&quot; The classroom practices can be used in addition to a prescribed reading curriculum, for as little as ten minutes per week, to improve students&apos; reading abilities. (Contains 3 figures.)
Helping Metaphors Take Root in the EFL Classroom
Author: Lowery, Denise
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Figurative Language,Teaching Methods,Cultural Influences,Environmental Influences,Cognitive Processes,Abstract Reasoning,Comprehension

Learners of English as a foreign language often find it difficult to understand figurative speech, which relies heavily on metaphor. This article explores why metaphors challenge learners and presents ways to incorporate metaphors into EFL instruction to help learners understand figurative speech. Topics discussed include cognitive metaphor, environmental metaphors, and culture-based metaphors.
Trains across the USA
Author: McIntosh, Phyllis
Date: 2013-00-00
Type: Journal Articles
Subjects: Transportation,Learning Activities,Vocabulary Development,Language Arts,United States History,Cooperative Learning,Teaching Methods,Thinking Skills,English Instruction,Second Language Instruction,English (Second Language)

This feature article explores the topic of trains from their early history to recent trends in railroading. A glossary provides related vocabulary, a sidebar called &quot;Romance of the Rails&quot; adds colorful detail about train songs and railroad lore. An additional section, &quot;Classroom Activities,&quot; by John Silver, presents three stand-alone language-learning activities related to trains: (1) &quot;Train Lineups,&quot; designed for students at the Intermediate level and up, encourages students to speak and listen to one another and to cooperate to achieve an objective; (2) &quot;Train Dictadraw,&quot; for Intermediate students, helps students practice and produce vocabulary related to trains by describing and drawing; (3) &quot;Who Gets to Ride?&quot; is for Intermediate and higher levels and can be used to develop pair or group cooperation and critical thinking skills.
Career Changers in Special Education: A Collaborative Direction in Teacher Preparation for School Systems and Institutions of Higher Education
Author: Veale, Natasha
Date: 2013-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Special Education,Career Change,Alternative Teacher Certification,Mentors,Best Practices,Teacher Role,Teacher Education,Federal Legislation,Educational Legislation,Higher Education,College School Cooperation,Teaching Conditions,Administrator Role,Teacher Competencies

Schools across the United States are confronted with the critical demand for highly effective teachers to address the needs of the increasing numbers of diverse learners in their classrooms. In response, school systems are looking beyond the traditional four-year degree student to individuals who are entering the teaching field from other professions--career changers in education. These career changers are nontraditional teacher candidates who have a desire to help students and the motivation to teach (Chambers, 2002; Feistrizer, 2005; Salyer, 2003). Those who enter teaching from other professional careers want to contribute their life experiences to the classroom as a form of giving back, and this motivation is seen especially in career changers who choose to be special education teachers (Kurtts, Cooper, &amp; Boyles, 2007). Over the last five years, there have been changes in federal funding opportunities designed to prepare career changers in special education (Pugach &amp; Blanton, 2009). These teachers, who have rich life experiences, yet are novice teachers, with novice teachers' needs, need mentoring and support to achieve their goals as teachers. Nevertheless, there is limited research on their needs and how to support them. Such research is warranted, as teacher preparation programs, at all levels, will need to implement best practices to ensure that these career changers become effective teachers in special education (Cooper, Kurtts, Vallecorsa, &amp; Baber, 2008).
Implementing RTI in Two Rural Elementary Schools: Encouraging Beginnings and Challenges for the Future
Author: Robinson, Gretchen G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Response to Intervention,Elementary School Students,Rural Schools,Pilot Projects,Problem Solving,Teaching Methods,Decision Making,Data Analysis,Models,Reading Instruction,Teacher Collaboration,Special Education,Special Education Teachers,Semi Structured Interviews,Observation

Response to Intervention (RTI) models are currently being implemented in many school districts nationwide. However, at a time when interest in RTI is high, the extent to which it is being implemented effectively in rural schools is largely unknown. Teachers and administrators in two rural elementary schools in the Southeastern United States who were part of a state-wide RTI pilot project participated in this study. Interviews were conducted along with field observations of classroom instruction and team problem-solving meetings. Using a multi-step process for data analysis, various implementation themes emerged related to tiered instruction, data-based decision making, support for model implementation, and collaboration. Findings in these areas support issues raised in the literature regarding factors in rural schools that may impede or enhance fidelity of model implementation. Implications for practice and future research are discussed.
Using GIS to Teach Place-Based Mathematics in Rural Classrooms
Author: Leonard, Jacqueline
Date: 2013-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Mathematics Instruction,Teaching Methods,Rural Schools,Problem Solving,Standards,Academic Achievement,Barriers,Mathematics Skills

The purpose of this article is to promote the use of GIS and place-based education (PBE) in rural mathematics classrooms. The pedagogy of place is disappearing from rural communities because of declining enrollments, lack of support, and federal mandates to focus more on basic academic skills. However, PBE does not stand in opposition to standards-based instruction and academic achievement; rather, it enhances instructional strategies for getting at these aims. We present examples of place that can be used to engage rural students in meaningful mathematics activities to improve their content knowledge and problem-solving ability. Barriers exist to full implementation of this work. Yet, we offer a vision of what is possible through the use of technological tools like GIS for teachers who teach in rural communities. Additional studies regarding the effect of using GIS are needed to bring the vision of situated place-based education closer to fruition. (Contains 2 figures and 1 footnote.)
Involving the Parents of English Language Learners in a Rural Area: Focus on the Dynamics of Teacher-Parent Interactions
Author: Shim, Jenna M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Parent Teacher Cooperation,Decision Making,Rural Areas,English (Second Language),English Language Learners,Second Language Learning,Parent Participation,Power Structure,Intercultural Communication,Teacher Attitudes,Teacher Student Relationship,Qualitative Research,Fear,Parent Attitudes,Interviews,Grounded Theory,Middle School Students,Middle School Teachers,Coding

In this study, the author suggests that the current ELL parental involvement model often overlooks the structural aspects and power asymmetry of parent-teacher relationships that can hinder productive collaboration. In doing so, the author uses postcolonial theory as a conceptual lens to investigate the dynamics of ELL parent-teacher interactions from rural ELL parent perspectives by looking at those interactions as intercultural relations. The study uses a general qualitative methodology to explore the dynamics of ELL parent-teacher interactions. Three broad themes that emerged as obstacles that inhibit productive ELL parent-teacher interactions were (1) teachers' judgments toward ELL students and their parents, (2) ELL parents' frustration about their inability to influence a teacher's decision making, and (3) ELL parents' fear of repercussions for speaking up. The paper concludes with important implications for teachers working with ELL students in rural areas.
Perspectives of a Rural Music Educator: A Narrative Journey through &quot;Sense of Place&quot;
Author: Spring, Janet
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Music Education,Music Teachers,Personal Narratives,Place Based Education,Rural Environment,Institutional Characteristics,Teaching Conditions,Teacher Role,Interviews

There is a scarcity of research in contemporary rural studies in Canada, particularly pertaining to education. Discrepancies exist in definitions of rural and rurality. What is the meaning of rural, and how do educators define their teaching praxes? This study explores how one music teacher negotiates her role identity in a rural setting through the conceptual framework of sense of place, and how &quot;place&quot; influences her education praxis. Grounded in the narrative methodological perspectives of Connelly and Clandinin (2006), this study investigates the lived experiences of one educator from a place-based lens. Findings indicate that a place-based curriculum may highlight positive aspects of rural areas, address shortcomings, and encourage rural youth to return to their rural roots.
Pre-Service Teachers&apos; Perceptions of Co-Teaching of Professional Development School Teachers and University Faculty
Author: King-McKenzie, Ethel
Date: 2013-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,College Faculty,Team Teaching,Preservice Teachers,Student Teacher Attitudes,Focus Groups,Urban Education,Barriers,Performance Factors,Educational Practices,Teacher Collaboration,Change Strategies,Program Effectiveness,Secondary School Teachers,Elementary School Teachers,Semi Structured Interviews

Co-teaching in teacher preparation is viewed as a promising practicefor fostering collaborative skills, increasing student participation, improvingclassroom instruction, and professional growth for all participants. Using focus group interviews as a unit of analysis, this article explores pre-service teachers' perceptions of co-teaching used in their Urban Education Option Cohort during Fall 2010. The co-teaching was conducted by university professors and professional development school teachers who taught college courses at a professional development school. Findings revealed that co-teaching was positively received although challenges also existed. The article discusses how challenges identified by pre-service teachers could be addressed and recommends additional co-teaching strategies. (Contains 2 tables.)
The Growth of the Shared Supervision Model
Author: Joshi, Arti
Date: 2013-00-00
Type: Journal Articles
Subjects: Supervisory Methods,Models,Educational Development,Transformational Leadership,College School Cooperation,Partnerships in Education,Professional Development Schools,Participative Decision Making,Program Implementation,Program Descriptions,Masters Programs,Supervision,Trend Analysis,Educational Practices,Teacher Education Programs

In the 2007-2008 academic year, with an emphasis on three of the nine &quot;Essentials&quot; of a Professional Development School as delineated in NAPDS'policy statement, &quot;What It Means to Be a Professional Development School,&quot;the shared supervision model between a public college in the northeasternUnited States and a public school district began. This article provides a synopsis of the model's implementation, explanation of its growth over a four-year period, and essential questions regarding its future.
From Good to Great: Designing a PDS Partnership that Increases Student Achievement by Preparing Better Educators
Author: Hill, Gloria
Date: 2013-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Academic Achievement,Teacher Effectiveness,Teacher Education,Professional Development Schools,Faculty Development,College School Cooperation,Alignment (Education),Awards,Educational Resources

The College of Education at Rowan University has held a long and continuing commitment to the tenets of the Professional Development School (PDS) movement. Two schools in the Rowan's network--Holly Glen Elementary and Edward R. Johnstone Elementary Schools--have a long history of exceptional commitment to continuous growth by all P-12 faculty and university members. The vision for these partners encompasses a fierce dedication to an essential question that goes to the heart of the Rowan PDSNetwork's mission: How can universities and school districts align their concurrent and mutual goals to increase student achievement by preparing and developing better teachers in their K-12 schools? The work conducted as PDS partners has answered this essential question. This was evident when the partners applied and were awarded the 2013 National Association for Professional Development Schools (NAPDS) Award for ExemplaryProfessional Development School Achievement. This article focuses on the partnership of Holly Glen Elementary and Edward R. Johnstone Elementary Schools. It begins with a description of the resources available from theAssociation and how these resources were used to guide the writing of the proposal. This description is then followed by a summary of how each of the application's elements were completed. The article concludes with a discussion on how this process helped to reflect on the partners' future goals.
Using iPad Video to Mentor Student Teacher Candidates
Author: York, Cindy S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Video Technology,Handheld Devices,Student Teachers,Mentors,Computer Software,Reflection,Technology Integration

This case reports on the use of iPad video while mentoring a studentteacher. iPads offer a less intrusive way for video recording student teachers,specifically when in a one-to-one iPad school setting. The ability of mentorteachers and student teacher candidates to immediately reflect on and discussthe video without downloading and/or transferring it to another device is anadvantage of using the tool. The video software is free and comes with all iPads. The portability of the iPad allows student teachers the ability to reflect on their practice in the classroom or at home with ease. Advantages and disadvantages of iPad video use are described, and the reflective questions and prompts given to the student teacher as a part of the video observation process are shared.
Using School and University Partnership Resources to Enhance Rigor in Self-Assessment and Evaluation at Professional Development Schools
Author: Marchand, Gwen C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Evaluation Methods,Educational Assessment,College School Cooperation,Professional Development Schools,Faculty Development,Standards,Self Evaluation (Groups)

This paper discusses the role of evaluation in the development of Professional Development Schools (PDS) and how evaluation techniques can be used to increase the rigor of self-study activities in a PDS. Evaluation activities may be challenging for a PDS given limited resources. Yet, creative use of school and university expertise can help PDSs gain valuable information about their development and areas for improvement. We describe a collaborative evaluation project in which university and school site members worked together to develop evaluation questions and methods to enhance National Council for Accreditation of Teacher Education (NCATE) self-study procedures for Professional Development Schools. The processes surrounding the development of the PDS partnership, the development of the evaluation project, and the steps undertaken to conduct the evaluation are described. The description of the project highlights partnership activities in areas other than teacher education, which are not as common in the PDS literature. The article concludes with general findings from the evaluation and recommendations for PDSs wishing to conduct similar evaluation projects.
Describing the &quot;Supported Collaborative Teaching Model&quot;: A Designed Setting to Enhance Teacher Education
Author: Kittleson, Julie M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Preservice Teachers,Faculty Development,Professional Development Schools,Elementary School Teachers,Science Instruction,Teacher Education,College School Cooperation,Inquiry,Methods Courses,Theory Practice Relationship

In this article we detail ongoing work designed to understand and improve our practice and that of the future teachers with whom we work. This work centers on helping elementary teacher candidates learn to implementinstruction that supports student learning. We have developed and implemented a model--the &quot;Supported, Collaborative Teaching Model&quot; (SCTM)--to help teacher candidates make the transition from student to teacher and encourage them to implement content-rich science teaching. In designing this model we made a series of principled decisions to address specific challenges. Here we outline challenges associated with teacher education and explain how the SCTM helps us address those challenges. We also describe how the SCTM is made possible by our relationship with our Professional Development School (PDS) partnership school. There is reciprocity built into SCTM in terms of teacher candidates being able to work with elementary students and teachers seeing examples of inquiry-based science instruction. (Contains 1 table.)