ethanporcaro/eric-fulltext-meta huggingface dataset:
Cognitive and Social Factors Affecting the Use of Wikipedia and Information Seeking
Author: Chung, Siyoung
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web Sites,Electronic Publishing,Web 2.0 Technologies,Computer Uses in Education,College Students,Usability,Online Surveys,Information Seeking,Models,Social Influences,Research Tools,Student Motivation,Beliefs,Information Sources,Student Surveys,Student Attitudes,Statistical Analysis

Wikipedia, the free online encyclopedia, is the preferred choice among resources used by college students to meet their research needs. However, Wikipedia has been criticized for its low information quality, lack of accountability, inconsistency, and vulnerability to vandalism. Despite the warnings and concerns voiced by academia, online learning tools such as Wikipedia will continue their rise as major learning resource in today's classroom. Using a sample of 184 college students, the study proposed theoretical models to test the effects of internal beliefs, motivations, and social influences on Wikipedia use and information-seeking, and further empirically tested those models. The findings of this study suggested that Wikipedia use is driven by internal belief and peer pressure, whereas information-seeking is influenced by belief, motivation, and subjective norms. The implications of the findings for the research and practice are discussed. (Contains 2 figures and 3 tables.)
Creating Flickr Photo-Narratives with First-Year Teacher Education Students: The Possibilities and Pitfalls of Designing Emergent Learning Tasks
Author: Kawka, Marta
Date: 2012-11-00
Type: Journal Articles
Subjects: Elementary Education,Blended Learning,Web 2.0 Technologies,Photography,Computer Uses in Education,Preservice Teachers,Computer Software,Teaching Methods,Knowledge Level,Distance Education,Social Networks,Educational Technology

This paper explores the implementation of a Flickr (Web 2.0 photo sharing software) learning task in a first year primary education course. The context for the task was a Multiliteracies course where students designed digital media activities for later use with primary age students. The Flickr task was constructed to determine how a learning activity might be designed to afford the best opportunities for emergent learning (Kawka, Larkin & Danaher, 2011). The paper analyses data collected in phase one of an emergent learning project (Semester Two, 2011), discusses the outcomes of the learning task and questions whether the opportunities provided for interaction and communication between students resulted in emergent learning. Initial data suggests that, although the Flickr environment affords  opportunities for emergent learning, for this group of students within the confines of the particular task and learning environment, evidence of emergent learning was minimal. This has ongoing implications for designing teacher education courses that incorporate blended learning pedagogies. (Contains 1 figure and 5 pictures.)
Understanding Teacher Attraction and Retention Drivers: Addressing Teacher Shortages
Author: Ashiedu, Jennifer A.
Date: 2012-11-00
Type: Journal Articles
Subjects: Educational Environment,Incentives,Teacher Shortage,Foreign Countries,Intention,Rewards,Public Sector,Teaching (Occupation),Online Surveys,Interviews,Teacher Persistence,Career Choice,Motivation,Teacher Salaries,Teaching Conditions,Qualitative Research,Teacher Characteristics,Measures (Individuals),Faculty Mobility

The attraction and retention of teachers is a problem faced by schools worldwide and possibly more so in the public sector. One possible solution to this problem is likely to be better targeting of attraction and retention drivers of value to teachers. This paper presents the findings from a qualitative study conducted in Australia. The study used electronic in-depth interviews and an online survey to interrogate the reasons teachers are attracted to the profession and what drives their decision to either stay or leave. Participants in the study were both serving and retired teachers. The majority of respondents cited intrinsic motivators as the reasons for joining the teaching profession and among the serving teachers, those with higher intrinsic motivational drivers exhibited a more positive intention to remain. While both groups viewed extrinsic rewards in the form of pay, the school environment and working conditions as important, intrinsic motivation had most influence on intention to stay in the profession. (Contains 2 tables.)
A Personalised Needs-Led Group Approach to Induction: Perceptions of Early Academics in a University School of Education
Author: Jarvis, Joy
Date: 2012-11-00
Type: Journal Articles
Subjects: Foreign Countries,Schools of Education,Teacher Educators,Novices,Communities of Practice,Teaching Experience,Professional Identity,Development,Administrative Organization,Academic Discourse,Self Evaluation (Groups),Visual Aids,Group Activities,Story Telling,Collaborative Writing,Writing Ability,Reflection

Members of staff joining a school of education often have extensive experience in practice but not in academia and the university setting may present a complex diversity of roles, ways of working, values and goals. Colleagues may face issues of understanding the organisational structure and culture, changing identities, and concerns about their academic reading and writing abilities. This paper presents a study designed to examine the efficacy of a personalised needs-led self-study group approach to induction for experienced professionals joining a University School of Education. The approach was new to both current staff members and the four early academic staff, most of whom were teacher educators. In group sessions new colleagues had space for dialogue and story-telling based on their experiences, and created visual images for reflection and discussion with group members. Progressive group activities included presentations at local and international conferences, and academic writing. The purpose of the research reported here was to examine the efficacy of the self-study group as part of an induction process; exploring the developing professional identity of the new staff, the role of the group, and the effects of collecting visual research data for reflection and analysis of personal and group themes. New colleagues prepared a reflective account of their experiences of the group and their developing professional identity, took part in an evaluation workshop, and responded to questions on the longer term impact of the group. Outcomes of the group process included participants' increased confidence to work in the context of complexity, and the ability to embrace their changing identities. A self-study group process can help facilitate the development of the professionals needed to work in the dynamic context of the university of today and is likely to have implications for a range of organisational settings. (Contains 6 tables.)
The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers
Author: Jahin, Jamal Hamed
Date: 2012-11-00
Type: Journal Articles
Subjects: Writing Tests,English (Second Language),Feedback (Response),Control Groups,Experimental Groups,Writing Apprehension,Language Proficiency,Data Analysis,Writing Ability,Second Language Learning,Language Teachers,Preservice Teachers,Foreign Countries,Reliability,Second Language Instruction,Measures (Individuals),Native Language,Peer Evaluation,Essays,Writing Skills

This study aimed to ascertain the current level of writing apprehension experienced by Saudi prospective EFL teachers and their current level of essay writing ability. It also aimed to assess the impact of peer reviewing on their writing apprehension level and essay writing ability. Data collection was carried out via two instruments: Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004) and an essay writing test. Reliability and validity of the two instruments were verified. The study sample consisted of 40 EFL major prospective teachers at Taibah University, KSA. These were equally divided into two groups: control (n=20) and experimental (n=20). Both groups were similar in terms of academic level, mother tongue background, and target language proficiency. The experimental group participants were introduced to peer-reviewing essay writing sessions while the control group participants were taught through the traditional teacher feedback-based essay writing. Results of data analysis showed positive impacts of peer reviewing on experimental group participants' writing apprehension and essay writing ability. Implications for using peer reviewing in ESL writing were discussed. (Contains 1 figure and 7 tables.)
Teaching Quality and Performance among Experienced Teachers in Malaysia
Author: Abd Hamid, Siti Rafiah
Date: 2012-11-00
Type: Journal Articles
Subjects: Cognitive Ability,Teacher Effectiveness,Experienced Teachers,Program Effectiveness,Student Attitudes,Questionnaires,Foreign Countries,Personality,Classroom Techniques,Structural Equation Models,Teachers,Personality Traits,Interpersonal Competence,Computer Literacy

The role of teachers has evolved from merely being teacher-centered to one that is student centered and the skills required for a quality teacher are changing too. Assessing teacher's effectiveness will not be a straight forward attempt by solely examining students' achievements or students' perceptions of their teachers' attributes. A careful examination of the teaching concepts, one as a form of &quot;labor and profession&quot; (Firestone &amp; Bader, 1991); or the other as a &quot;craft and art&quot; (Grimmett &amp; MacKinnon, 1992) will indicate that it involves teacher's cognitive ability and interpersonal skills (soft skills) which enhance teacher's performance in the classroom. Furthermore, the National Framework for Professional Standards (MCEETYA, 2003) has outlined that teacher's professional value (quality and professional knowledge and skills) will impact the management of student's learning. Based on these concepts, this study investigated a teacher effectiveness model. The framework of this investigation measured the teacher's cognitive ability (skills of assessment and evaluation, IT skills, and co-curricular knowledge) and the teacher's personality or interpersonal skills (soft skills). The respondents were experienced teachers working in Malaysia. A set of questionnaires with 120 questions were constructed by the researchers and were administered among 2000 school teachers from different types of schools. However, only 1366 completed questionnaires were analyzed while 634 responses were removed due to incomplete data. Utilizing structural equation model (SEM), this study attempted to ascertain the validity of the structural model of which teacher's cognitive abilities and personalities predict teacher's performances. The results revealed a model fit with both cognitive abilities and personality predicting classroom management. Good personality alone, however, is insufficient in terms of enhancing the teachers' commitment and responsibilities towards their students unless it is complemented by the teachers' cognitive competency (cognitive abilities). (Contains 3 tables and 3 figures.)
The Teachers' Role in Child Sexual Abuse Prevention Programs: Implications for Teacher Education
Author: Scholes, Laura
Date: 2012-11-00
Type: Journal Articles
Subjects: Child Abuse,Prevention,Best Practices,Sexual Abuse,Teacher Role,Teacher Education,Inservice Education,Program Evaluation,Foreign Countries,Victims

In response to the diverse number of child sexual abuse (CSA) prevention programs currently implemented in school contexts, this paper examines key considerations for selecting such initiatives and the multiplicity of understandings required to inform facilitation of contextually relevant prevention curriculum. First, the paper examines concerns about the lack of explicit professional development for educators concerning child protection, and the need to develop understandings about prevention program best practices within pre-service and in-service training. Second, drawing on a systematic review of literature, the paper identifies five key considerations to inform teachers' selection and facilitation of CSA prevention curriculum in school contexts. Third, the paper advances calls by Wurtele (2009) and presents CSA prevention &quot;best practices&quot; overview and &quot;model programs&quot; list for professionals such as teachers. (Contains 1 table.)
Teacher Education Partnerships: An Australian Research-Based Perspective
Author: Lynch, David
Date: 2012-11-00
Type: Information Analyses
Subjects: Partnerships in Education,Faculty,Teacher Education,Teacher Education Programs,Foreign Countries,Communities of Practice,Literature Reviews,College School Cooperation,Comparative Analysis,Likert Scales,Questionnaires,Student Surveys,Mentors,Statistical Analysis

This article reviews literature about partnerships between teacher education faculties and schools that indicates not just heightened interest in recent years, but also significant progress. Despite interest and progress, conceptual and practical difficulties remain in establishing, developing, nurturing and implementing successful partnerships so that core interests of partners are satisfied. Against this background, the article examines the experiences of an Australian teacher education faculty that sought to enhance its arrangements with local schools by reorganizing and staging a teacher education program through a community of practice. Data drawn from a study of the emergent partnership confirm the trends in the literature and provide additional information about what appear to be essential partnership elements. The article concludes with speculative remarks about the trends in the literature and the study findings that may frame future research directions. (Contains 1 table.)
The Global Schoolgirl
Author: Chickering, Lawrence
Date: 2012-08-01
Type: Journal Articles
Subjects: Access to Education,Foreign Countries,Play,Poverty,Economically Disadvantaged,Females,Empowerment,Social Justice,Civil Rights,Womens Education,Politics of Education,Tribes,Educational Change,Educational History,Government Role,Community Involvement,Social Influences,Social Change,Leadership Responsibility

The challenges of poverty and development have long been regarded in terms of transitive relationships, in which the rich help the poor because the poor are not seen as able to help themselves. This view of the poor assumes they have mainly needs and no assets. With so many people believing this view it isn't surprising that the poor themselves share the assumption that they can't play any significant role in improving their own condition. Belief in the powerlessness of the poor cripples not simply the poor, but both the left and the right, with each looking to the mechanistic solutions of government or market. Neither has an active strategy for empowering the poor themselves to play significant roles in promoting change. An experiment underway for almost a decade in two states of India is producing powerful evidence that the poor &quot;can&quot; be empowered to move outside and beyond their traditional roles. They can start to pursue individual aspirations and dreams while also reaching out to each other, in connection, as citizens. These results in India are encouraging indicators that may begin to change how one thinks and talks about poverty and development, and hopefully about other, larger issues, including the promotion of change in tribal societies and even the reform of governments.
Politics, Policy and Professional Identity
Author: Bodman, Sue
Date: 2012-09-00
Type: Journal Articles
Subjects: Academic Standards,Professional Autonomy,Professional Development,Educational Change,Teacher Educators,Teacher Role,Professional Identity,Decision Making,Educational Policy,Models,Learning Experience

Standards-based reform of education is a dominant political discourse in many nations. In this paper we argue that the type of standards-based reform that is enacted has important implications for teacher agency and teacher professional development. Teacher professional development and identity is explored through theories of the teacher's role in the context of standards based reform of curriculum. The examples drawn upon in the paper feature a range of teacher roles and provide the basis for exploration of the interaction between professional learning and professional decision-making. In the paper we advocate the pivotal role of teacher autonomy and point to how successful approaches to professional learning may offer opportunities to offset the negative impact of policy decisions that can disempower teachers and teacher educators. We argue for conceptual rather than linear models of professional learning characterised by the teacher's role as one of "alchemist", enabling student learning experiences through creative and flexible decision-making. (Contains 2 footnotes.)
English as a Site of Cultural Negotiation and Contestation
Author: Turvey, Anne
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Grade 7,Academic Standards,High Achievement,School Culture,Anxiety,Politics of Education,Self Evaluation (Individuals),School Role,School Effectiveness,Collegiality,Teacher Recruitment,Student Attitudes,Student Teachers,Teacher Educators,Educational Change,Language Role,Identification (Psychology),Teacher Student Relationship,Classroom Environment,Clothing,Muslims,Christianity,Teaching Conditions

We offer this piece as an essay, a dialogic, many-voiced attempt to represent the tensions and contradictions in our work and the work that goes on in London schools. Locating our work within a polyphonic, narrative-based tradition of inquiry into practice (Burgess &amp; Hardcastle, 1991; Doecke &amp; McClenaghan, 2011; Parr, 2010; van de Ven &amp; Doecke, 2011), we start with two stories arising out of our work as teacher educators. These stories provide insights into the effects of standards-based reforms on the lived experiences of school pupils and their teachers in England. We argue that they show something of the ways in which these changes in schooling are profoundly reshaping social relationships and subjectivities. To chart the effects of these changes is important in our view. And yet, for all the discursive and institutional power of the standards-based reforms, they fail to provide an adequate account of the complexity of what goes on in English classrooms. The agency of teachers and learners, effaced by the dominant discourse, is continually being reasserted, continually threatening to undermine the false simplicities of the standards. Questions of identity, of how learners and teachers alike are situated--and situate themselves--in history and culture, though absent from the dominant discourse, cannot so easily be dismissed. These questions are ones that we encourage our student teachers to take seriously and to address in their writing. We include in this piece substantial extracts from the writing of one of these students: Leila's reflexive contribution speaks back to the standards-based reforms, offering a very different account of her own learning and that of her pupils. We do not pretend to offer a neat resolution to these conflicting discourses; what Leila's account provides, however, is a reason to be hopeful. (Contains 6 footnotes.)
&quot;It Serves a Bigger Purpose&quot;: The Tension between Professional Identity and Bureaucratic Mandate in Public Education
Author: Montgomery, Rob
Date: 2012-09-00
Type: Journal Articles
Subjects: English Teachers,Academic Standards,State Standards,Experienced Teachers,Secondary School Teachers,Resistance (Psychology),Public Education,Professional Identity,Teacher Student Relationship,Time Management,Professional Autonomy,Student Needs,Pedagogical Content Knowledge

The argument that we need content standards in public education often ignores a fundamental question: Even if teachers have a list of standards, will they use them? In the case of California's self-proclaimed &quot;world-class&quot; content standards in Literary Response and Analysis, the answer to this question is an emphatic &quot;No&quot;. As part of a university research study, practising, high-school teachers with varying levels of experience (including several who were past participants in an affiliate site of the National Writing Project) were interviewed about their classroom implementation of the Literary Response and Analysis standards. Overwhelmingly, teachers claimed to ignore the standards almost completely when it came to planning and instruction, citing their own knowledge of ELA subject matter as well as their students' needs as superseding the importance of standards created by an anonymous committee. Rather than serving as an indictment of the teachers' abilities, this mistrust actually speaks to the teachers' own firm conception of their professional identity, especially as it pertains to pedagogical content knowledge. While focusing on California's state content standards at the time, the study has implications for the current widespread shift to the Common Core Standards. (Contains 1 table and 1 footnote.)
Changing Lives and Standardising Teachers: The Possibilities and Limits of Professional Standards
Author: Gannon, Susanne
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching (Occupation),National Standards,Neoliberalism,Professional Autonomy,Politics of Education,Professional Associations,Teacher Effectiveness,Teaching Methods,English Teachers,Teacher Student Relationship

Along with a range of other neoliberal managerial incursions into education, the bureaucratisation of teachers' work has included the development of Professional Standards that regulate the profession and purport to improve teacher quality. This paper begins by contrasting two alternative approaches to standards in Australia, the new, centrally developed National Professional Standards for Teachers (AITSL, 2011a) and the earlier profession-developed Standards for Teachers of English Language and Literacy in Australia (AATE/ALEA, 2002). It examines the differing designs, contexts and effects of these sets of standards, and maps differences and similarities between them. The second half of the paper then turns to narratives from prominent Australians of their outstanding English teachers in &quot;Teachers Who Change Lives&quot; (Metcalfe &amp; Game, 2006) and &quot;My Favourite Teacher&quot; (Macklin, 2011), reading these narratives through the standards frameworks. The paper concludes that the shift to a regulatory and managerial approach to the teaching profession risks obscuring many of the essential elements of good teaching, in particular the affective dimensions that mobilise and animate teaching and learning. (Contains 2 tables and 7 footnotes.)