ethanporcaro/eric-fulltext-meta huggingface dataset:
Inner Landscapes: Transformative Learning Experiences of Canadian Education Interns in Greece
Author: Polyzoi, Eleoussa
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Transformative Learning,Foreign Students,Learning Theories,Internship Programs,Preservice Teachers,Barriers,Student Experience,Practicums,Preservice Teacher Education,Teacher Attitudes,Student Attitudes

This exploratory study uses transformative learning theory as a lens to interpret and understand the challenges and successes experienced by education students who elect to teach or intern abroad. Transformative learning is a deeper-level learning that challenges learners to understand themselves and their world in new, more nuanced ways. We explore frames of teaching and learning from multiple lenses. Elements of the educational internship experience that emerged from students who participated in this study include initial apprehension, disbelief, and even fear; a disorienting dilemma or incongruent experience within the new school cultural context; a re-evaluation of their frames of reference, and a final emergence of more integrative, inclusive senses of self as &quot;teacher&quot; and &quot;learner.&quot; Transformative learning theory can serve both as a conceptual framework for understanding the experiences of students and as a means of suggesting ways in which educational outcomes can be better designed with a transformative intent in mind. We then present implications for teaching and learning and suggestions for future studies.
Inquiring into the Assessment Education of Preservice Teachers: A Collaborative Self-Study of Teacher Educators
Author: Munroe, Elizabeth Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Preservice Teacher Education,Teacher Educators,Student Evaluation,Evaluation Methods,Student Attitudes,Preservice Teachers,Self Evaluation (Individuals),Educational Philosophy,Foreign Countries,Metacognition

As professors teaching courses in classroom assessment in a Bachelor of Education program, we engage in collaborative self-study as a means to understand the complexity of our preservice teachers' learning. Here we describe two of the strategies we use in our teaching: purposefully introducing competing philosophies early in our courses, and guiding our preservice teachers' to inquire deeply into their assessment histories. We examine our preservice teachers' differing responses, which range from misunderstanding or resisting to thinking deeply about the course content. We conclude by identifying three protective factors that support us as we work with preservice teachers in the area of assessment education.
Learning to Be: Emerging Discourse in Awakening Transformation in Education
Author: Tse, Vanessa V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Knowledge Level,Social Justice,Social Bias,Accountability,Social Responsibility,Social Problems,Educational Change,Transformative Learning,Poetry,Role of Education

This paper explores the disconnection between knowledge of social and environmental injustices and actions to right them. Through our discussion, we consider possible reasons for this disconnection, whether a lack of knowledge, personal accountability and responsibility, or a fear of being swallowed up in the depths of the suffering in the world. We then critically reflect on our role and the role of education to broach this gap. We adopt O'Sullivan's (2002) transformative learning theory as a guide and suggest that disruptive dialogues, like the one that has guided this paper, can challenge habits of mind, shift perspectives, and lead to action for a better, more equitable world. Ultimately, we conclude that such conversations are organic and ever changing and are integral to education.
Possibilities for Students At-Risk: Schools as Sites for Personal Transformation
Author: McMahon, Brenda J.
Date: 2015-00-00
Type: Journal Articles
Subjects: At Risk Students,Transformative Learning,Resilience (Psychology),College Students,High School Students,Academic Achievement,Educational Environment,Self Concept,Student Adjustment,Academic Failure,Student Attitudes,Individual Development,Interpersonal Relationship,Barriers,Aspiration

This qualitative study furthers educational theory and research related to resilience and personal transformation. It develops connections between existing educational resilience research and change theories, and it utilizes these bodies of scholarship to propose a theory of personal transformation. Based on interviews with students who were successful in university after either not graduating from high school or graduating from non-academic high school programs, a metaphor of a Mobius strip is developed to hypothesize a theory of transformation as a means of understanding the students' journeys.
Indigenous Knowledge Realized: Understanding the Role of Service Learning at the Intersection of Being a Mentor and a College-Going American Indian
Author: Nelson, Christine A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Service Learning,Indigenous Populations,American Indian Students,Undergraduate Students,Mentors,Racial Composition,Culturally Relevant Education,Interpersonal Relationship,Power Structure,Critical Theory,Race,Land Settlement

The article explores the experiences of 13 undergraduate American Indian college students who served as mentors through a service-learning course while attending a 4-year, predominantly White institution (PWI). This chapter elucidates how serving as a mentor allowed participants to draw on three culturally relevant persistence factors in higher education: relationship, community, and power. Previous research demonstrates that service learning actively involves college students and encourages them to build a connection and a sense of commitment to the community (Lee &amp; Espino, 2011; Rhoads, 1998). Through a Tribal Critical Race Theory lens, the purpose and function of service learning is deconstructed and redefined to fit the needs of North American Indigenous college students. This article reveals that Indigenous undergraduate students tapped into their own supply of Indigenous knowledge in relating their mentoring experience to building meaningful relationships, to being a positive influence in tribal communities, and to recognizing that service is a cyclical power that positively impacts their collective role in society. The article details how relationship, community, and power from Indigenous perspectives are sources of persistence for American Indian students and how social justice-based, service-learning courses provide safe spaces for students to realize their Indigenous knowledge while attending PWIs.
Aboriginal Perspectives and/in Mathematics: A Case Study of Three Grade 6 Teachers
Author: Nolan, Kathleen
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Grade 6,Canada Natives,Indigenous Populations,Indigenous Knowledge,Culturally Relevant Education,Foreign Countries,Teacher Attitudes,Teaching Methods

The marriage of Aboriginal perspectives and mathematics is complex and comes with multiple interpretations. Through the research presented in this paper, we propose that one possibility for a lasting relationship between Aboriginal perspectives and mathematics lies in understanding more about teachers' experiences and stories from their own mathematics classrooms, with their own students. The purpose of this paper, and of the research project informing this paper, is to understand how Grade 6 teachers in one particular Canadian province (Saskatchewan) are addressing Aboriginal-focused curriculum goals/outcomes and to listen to teachers' perspectives on teaching mathematics with a distinctly Aboriginal focus. Data collection consisted of focus group discussions, individual interviews, and classroom observations with three case study teachers (Chris, Joe, and Lindsay). In this paper, we present three brief vignettes constructed out of the data, which provide a glimpse into the uniqueness of each teacher, each classroom, and each interpretation of what it means to teach mathematics through a distinctly Aboriginal focus.
A Cosmopolitan Outlook on Canadian Citizenship: A Case Study in Montreal
Author: Sfeir, Ghada
Date: 2015-00-00
Type: Journal Articles
Subjects: Citizenship,Cultural Awareness,Foreign Countries,Global Approach,Self Concept,Case Studies,Curriculum Development,Perspective Taking,Teaching Methods,Adults,Foreign Nationals,Acculturation,Second Language Learning,Barriers,Mobility

This qualitative study attempts to explore whether seven adults residing in Montreal who have lived for an extended period in more than three countries have experienced a shift toward a cosmopolitan perception in the formulation of their perspectives about their identity, sense of belonging, and citizenship. The qualitative case study was conducted through one-on-one interviews with seven participants. The data were analyzed, coded, and categorized into nine emerging themes. Conceptions of cosmopolitanism are outlined and insights on cosmopolitan education are highlighted. The results of this study call for future research to develop a proposal for a cosmopolitan curriculum that responds to the daily experiences of people in a globally interconnected world by fostering open-mindedness and intercultural competencies. The study is significant to educators, policy makers, and curriculum designers and international program developers.
An Interdisciplinary Curriculum Conversation on Fear and Learning
Author: Christou, Theodore M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Curriculum,Fear,Transformative Learning,Educational Philosophy,Psychological Patterns,Emotional Response,Anxiety,Learning,Behavior

Two curriculum scholars of contrasting epistemological backgrounds engage in a complicated curriculum conversation on the subject of fear and learning. One author's position is that learning is not only fraught with fear but also requires fear to be transformational. Furthermore, education is intimately connected to fear and unrest. The other author's position is that learning is biologically adaptive, generally of benefit to individuals and pleasurable under natural conditions. Societal learning among humans occurs relatively quickly, though never quick enough to keep pace with changes in the environment. The dialogue results in newfound recognition of the nature and power, of our perspectives on the one hand and the nature of curriculum conversation itself on the other hand.
Kina&apos;muanej Knjanjiji&apos;naq mut ntakotmnew tli&apos;lnu&apos;ltik (In the Foreign Language, Let Us Teach Our Children Not to Be Ashamed of Being Mi&apos;kmaq)
Author: Julian, Ashley
Date: 2016-00-00
Type: Journal Articles
Subjects: Land Settlement,American Indian Languages,American Indian Culture,Canada Natives,Indigenous Populations,Language Maintenance,Cultural Maintenance,Immersion Programs,Educational Technology,Technology Uses in Education,Elementary Education

Colonialism has assimilated and suppressed Indigenous languages across Turtle Island (North America). A resurgence of language is needed for First Nation learners and educators and this resurgence is required if Indigenous people are going to revitalize, recover and reclaim Indigenous languages. The existing actions occurring within Indigenous communities contributing to language resurgence include immersion schools. Eskasoni First Nation opened its doors in September 2015 to a full immersion school separate from the English speaking educational centers. This move follows the introduction of Mi'kmaq immersion over ten years earlier within the English speaking school in the community. The Mi'kmaw immersion school includes the Ta'n L'nuey Etl-mawlukwatmumk Mi'kmaw Curriculum Development Centre that assists educators in translating educational curriculum from the dominant English language to Mi'kmaq. In this paper, stories are shared about the Eskasoni immersion program's actions towards language resurgence through a desire-based lens, based on rich narratives from three Mi'kmaw immersion educators.
Teacher Attrition in a Northern Ontario Remote First Nation: A Narrative Re-Storying
Author: Burleigh, Dawn
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Mobility,Canada Natives,Teacher Effectiveness,Mentors,Teacher Orientation,Attrition (Research Studies),Rural Education,Rural Areas,Educational Policy,Contracts

Increasing teacher retention in First Nations communities has been identified in the literature as requiring attention. When attrition rates are high and teacher efficacy, quality of student experience, and overall academic achievement is compromised, efforts to mobilize plans for stability are needed. Through a narrative re-storying approach this paper unpacks the challenges and opportunities related to teacher attrition in one remote First Nation community in Northern Ontario. Although teacher attrition is inevitable, it is necessary to re-envision attrition factors as a plan for retention. Community integrated induction and mentorship programming, and continuous and multi-year contracts are two possible approaches to boost retention. Teacher education is also explored as a long-term approach to address teacher attrition from a system perspective. In all approaches, collaborative effort, engagement, and funding are needed from the federal government, local education authorities, and faculties of education to increase teacher retention in remote First Nation communities.
Bush Cree Storytelling Methodology: Northern Stories That Teach, Heal, and Transform
Author: Michell, Herman
Date: 2015-00-00
Type: Journal Articles
Subjects: Tribes,Story Telling,Oral History,American Indian Culture,Canada Natives,Teaching Methods

The purpose of this exploratory paper is to introduce key aspects of Bush Cree storytelling methodology. In this essay, I provide a foundation for further articulation using a Cree worldview framework as an umbrella for northern-based storytelling discourse. The underlying current in this paper makes links to Cree stories that teach, heal, and transform.
Developing Teacher Candidates&apos; Self-Efficacy through Reflection and Supervising Teacher Support
Author: Black, Glenda L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Reflection,Transformative Learning,Practicums,Classroom Techniques,Curriculum Development,Curriculum Implementation,Foreign Countries,Teacher Student Relationship,Cooperating Teachers

The purpose of this study was to explore the complex cognitive and affective challenges of teacher candidates in their development toward self-efficacy in their teaching. Twenty-two teacher candidates recorded their challenges and thinking process during the last six weeks of their practicum. Following their placement, they completed a summative reflection, in which they noted changes in themselves and described when or if they felt confident as classroom teachers. Four themes emerge as the challenge or condition for their self-efficacy: effective classroom management, successful curriculum planning and implementation, positive rapport with students, and supervising teacher approval. This research suggests that teacher preparation program educators can support teacher candidates' self-efficacy by understanding the developmental stages of teachers, supporting critical reflection, and using motivational and descriptive feedback to improve practical skills.
Applying the First Nations Holistic Lifelong Learning Model to the Study of Crime: A Teaching Note
Author: Anuik, Jonathan
Date: 2015-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Indigenous Knowledge,Lifelong Learning,Holistic Approach,Epistemology,Crime,College Students,Criminology,Models,Teaching Methods,Classroom Communication

Since the 1970s, critics have asked universities to &quot;do more&quot; to support Indigenous learners and learning. Universities usually respond by increasing Indigenous student and faculty representation on campuses and adding on units with Indigenous content in existing courses. However, a lot of curriculum and pedagogy remains vacant of Indigenous understandings of learning and perspectives on higher education content and topics for discussion. This paper applies epistemological lessons in the First Nations Holistic Lifelong Learning Model (2007) to the study of crime in America. Its inspiration comes from a guest lecture delivered by myself in an introductory sociology class. The students who take this class are registered in professional programs at a large private university in Rhode Island, United States. I describe the class's context and use of the model with students in an engaged inquiry format to talk about the subject of the day: crime. This discussion can help faculty consider promising practices for grounding course content in Indigenous epistemologies.
Epistemological Belief Differences between Prospective Physical Education Teachers and Coaches with and without Coaching Experience
Author: Yildizer, Günay
Date: 2020-02-00
Type: Journal Articles
Subjects: Beliefs,Epistemology,Preservice Teachers,Physical Education Teachers,Athletic Coaches,Experience,Foreign Countries,Teacher Education Programs,Teaching Methods

Physical education teachers and coaches share similar pedagogical approaches in instructional activities. The philosophical perspective towards the nature of learning, how knowledge is acquired and how learning occurs might affect both teaching and coaching practices. The philosophical perspectives can be gained through formal education, experience or a mixture of both for physical education teachers and sports coaches. Therefore, the main purpose of this study was to examine epistemological differences between physical education teacher education (PETE) and coaching education (CE) students with respect to their educational program and coaching experience. A total of 128 PETE and 130 CE students participated in this study. Epistemological Belief Questionnaire (EBQ) composed of Learning depends on Ability (LDA), Learning depends on Effort (LDE), and Only One Unchanging Truth (OOUT) factors was used to collect data. Two-way MANOVA results indicated no significant interaction effect, but there were significant main effects of an education program on all three factors, and coaching experience on LDA and OOUT factors. PETE students had significantly more developed beliefs in all three factors of EBQ, and participants with coaching experience had significantly more developed beliefs in LDA and OOUT. These differences might be caused by the &quot;scientist to practitioner&quot; approach applied in CE programs in Turkey. Promoting controlled coaching practices and improving cooperative learning opportunities pave the way for creating and sharing knowledge for improving necessary skills as much as developing personal epistemology among prospective sports coaches and physical education teachers.
Finding Courage in the Unknown: Transformative Inquiry as Indigenist Inquiry
Author: Tanaka, Michele
Date: 2015-00-00
Type: Journal Articles
Subjects: Inquiry,Transformative Learning,Indigenous Populations,Indigenous Knowledge,Educational Research,Teacher Researchers,Poetry,Canada Natives,Foreign Countries

Educators often wonder how to respond purposefully to vexing issues such as ecological sustainability, social justice and holistic health and wellness. The search for useful ways of proceeding can be addressed through engagement in the process of Transformative Inquiry (TI), a mode of inquiry for educators that resonates with indigenous views and ways of being. At its heart, the approach seeks to support preservice teachers in their personal journeys towards decolonizing and indigenizing. Ultimately, these efforts ripple out to affect their future students and the institutions in which they learn, teach, and, hopefully, inquire. Weaving poetry, written from my own experience on becoming indigenist, with the work of scholars such as Manulani Meyer, Lorna Williams, Marie Battiste, Shawn Wilson, and Gregory Cajete, I highlight salient aspects of TI that can be particularly useful in changing the trajectory of both education and educational research: welcoming spirit, deep and generous listening, connecting to place, and finding courage in the unknown.
A Framework of Creative Education
Author: Tsai, Kuan Chen
Date: 2015-00-00
Type: Journal Articles
Subjects: Creativity,Creative Development,Psychology,Models,Student Motivation,Discovery Learning,Creative Thinking,Creative Teaching,Problem Solving,Reflection,Inquiry

The purpose of this article is to propose a theoretical framework for creative education, which consists of three dimensions: initiation, operation, and content. I will first review the creativity literature in education, and then go on to demarcate three levels with several components that are necessary to a pedagogical practice for creative education from the perspectives of psychology. I then discuss the embedded attributes of this framework with further descriptions. Finally, implications for the implementation of the framework are also discussed. It is hoped that this work will encourage and enable more educators to take advantage of the existing literature and transform its insights into practice, thereby boosting students' learning.
Examining Decision Making in Higher Education: A Study of Teacher Educators&apos; Choices within Writing Methods Courses
Author: Myers, Joy
Date: 2020-00-00
Type: Journal Articles
Subjects: Decision Making,Higher Education,Teacher Educators,Writing Instruction,Preservice Teachers,Teaching Methods,Preservice Teacher Education,Elementary Education,Context Effect,Course Content,Practicums,Student Characteristics

Determining what to include in higher education courses can be complex. In teacher preparation, methods courses include both content and pedagogy instruction. Teacher educators often struggle to determine how to balance these aspects. Thus, this study examined the influences on teacher educators' instructional decision making. We focused on writing methods instructors because this content is often deprioritized in teacher preparation programs. The participants represented eight different institutions in one focal state. The results indicated that although the university context varied greatly, the lack of dedicated writing methods courses and challenges associated with field placements consistently shaped decision making. Similarly, participants shared overlapping responses related to decisions regarding designing the course content to address the needs of their students. Furthermore, teacher educators reported that the candidates themselves influenced instructional decision making. These findings and their implications are discussed.
Other People&apos;s English Accents Matter: Challenging Standard English Accent Hegemony
Author: Orelus, Pierre W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Dialects,Pronunciation,Language Minorities,Social Discrimination,North American English,Middle School Teachers,College Students,College Faculty,Administrators,Bilingualism,Personal Narratives,English (Second Language),Immigrants,Race,Ethnicity,Social Class,Citizenship,Language Attitudes,Native Language

We live in a society where standard accents are highly valued. Generally, people who speak with a Standard English accent are seen through a positive lens linguistically; those whose English is accented are stigmatized. Accent discrimination affects linguistic minorities from diverse linguistic and ethnic backgrounds, including foreign-accented English speakers. This article uses a sociolinguistic framework and draws from participants' &quot;testimonios&quot; garnered over the course of a year to explore the ways in which linguistic minorities, across ethnicity, race, language, and nationality, experienced various forms of accent discrimination. Participants' testimonios suggest that these factors play a significant role in the different ways and the degree to which they were subjected to accent discrimination.