ethanporcaro/eric-fulltext-meta huggingface dataset:
Alternative Certification Teachers: Building Partnerships with Paraprofessionals
Author: Karge, Belinda Dunnick
Date: 2011-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Partnerships in Education,Paraprofessional School Personnel,Special Education Teachers,Teacher Competencies,Capacity Building,Teacher Surveys,Interpersonal Competence,Teacher Collaboration,Curriculum Enrichment,Teacher Education Curriculum,Inservice Teacher Education,Professional Development,Teacher Attitudes,Change Strategies,Elementary Secondary Education,Teacher Interns

There were 282 special education teachers enrolled in an alternative certification program in education at a university in southern California who were surveyed over the course of two years to determine the extent of their training in working with paraprofessionals and the professional development they received on how to successfully work with the paraprofessionals. The survey revealed limited or no training in this area. In response to these findings, the university hired national experts to provide materials and supports and to conduct a trainer-of-trainer model that could be embedded in the university training program. This article gives practical suggestions on how to embed paraprofessional training into an alternative certification program.
First Year Middle and High School Teachers' Mathematical Content Proficiency and Attitudes: Alternative Certification in the Teach for America (TFA) Program
Author: Evans, Brian R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Secondary School Teachers,High Schools,Beginning Teachers,Mathematics,Teacher Attitudes,Alternative Teacher Certification,Teacher Competencies,Teacher Education,Graduate Study,Mixed Methods Research,Pretests Posttests,Diaries,Longitudinal Studies,Teacher Characteristics,Differences

The purpose of this study is to understand the mathematical content proficiency middle and high school teachers have before and after their first year teaching and taking graduate coursework in the Teach for America (TFA) program, as well as what attitudes toward mathematics TFA teachers have over the first year. There was a significant increase in both mathematical content proficiency and positive attitudes toward mathematics over the TFA teachers' first year teaching. TFA teachers generally believed the emphasis on social justice was of biggest benefit to them and that classroom management was the biggest problem faced in their teaching.
Improving Mentoring for Beginning Alternatively Certified Teachers: Is Functional Feedback a Viable Means?
Author: Garza, Ruben
Date: 2009-00-00
Type: Journal Articles
Subjects: Mentors,Feedback (Response),Beginning Teachers,Alternative Teacher Certification,Teaching Methods,Qualitative Research,Grounded Theory,Written Language,Interviews,Focus Groups,Teacher Attitudes,Teacher Behavior,Classification,Observation,Classroom Techniques

Despite a plethora of studies that describe the characteristics of effective mentors and the qualities of effecting mentoring initiatives, the research does not examine the nature of written feedback provided to beginning alternatively certified teachers. In addition, there is a gap in the literature that identifies the most useful type of feedback that enhances instructional practice as part of the mentoring process. This qualitative study examined written feedback provided to 20 beginning alternatively certified teachers. The findings support the use of functional feedback for mentoring and suggest that alternatively certified teachers perceived functional feedback as more useful.
An Examination of Teacher Quality Variables Associated with Passing State Content Tests
Author: Harrell, Pamela Esprivalo
Date: 2009-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Predictor Variables,Grade Point Average,Teacher Competency Testing,Course Content,Educational Legislation,Federal Legislation,Correlation,Standards,Participant Characteristics,Measures (Individuals),Licensing Examinations (Professions),Regression (Statistics),Language Arts,Models

Graduates of a post-baccalaureate secondary education program working on certification in five core subject fields served as a sample for transcript review to investigate how well the variables of number of hours completed for content major course work, the content major grade point average (GPA), and the age of content major course work predicted a passing score on the Texas state content certification test for teachers. The three predictor variables were statistically significant with GPA as the strongest single predictor associated with the Texas state content certification test.
Perspectives on Teaching from Alternative Certification Teachers from Diverse Backgrounds
Author: Evans, Brian R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Interviews,Teacher Attitudes,Diversity (Faculty),African American Teachers,Minority Group Teachers,Teacher Student Relationship,Parent Teacher Cooperation,Teacher Education,Teacher Education Programs,Adjunct Faculty,Mathematics Education

This article presents an interview with five teachers in an alternative certification program at a university in New York. All of the teachers were from the New York City Teaching Fellows (NYCTF) program, which is an alternative certification program in New York designed to quickly place teachers in high need schools throughout the city. The purpose was to understand the perspectives on teaching from a small group of diverse teachers in the NYCTF program. Black female, Black male, Latina female, and two Latino male teachers were interviewed, and it was found that all of the teachers indicated that their ethnic/racial backgrounds helped them to either connect with students or parents in the schools. Teachers commonly indicated student behavior and lack of resources as particular challenges in their schools, and teachers generally felt the greatest rewards involved student growth and achievement.
A Culture of Thinking Like a Teacher: The Role of Critical Reflection in Teacher Preparation
Author: Lowenstein, Karen L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Critical Thinking,Reflection,Beginning Teachers,Teacher Education,Teacher Attitudes,Context Effect,Elementary Secondary Education,Teacher Student Relationship,Curriculum Design

As teacher educators for an alternative urban teacher preparation program, we believe that because we cannot teach novice teachers everything they need to know in one year, our principal responsibility is to teach our novices to think like teachers. Central to this process is supporting novices to engage in critical reflection. Critical reflection is a kind of teacher reflection where teachers examine issues of equity and power as they play themselves out in schools. In this article, we conceptualize the work of critical reflection and then offer an in-depth look at how two new teachers critically reflect on their students, their curriculum, and the purpose of schooling. We conclude that teachers must learn to critically reflect so that they might create more equitable spaces for their K-12 students.
Problem Solving Abilities and Perceptions in Alternative Certification Mathematics Teachers
Author: Evans, Brian R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Problem Solving,Alternative Teacher Certification,Mathematics Teachers,Secondary School Mathematics,Middle School Teachers,Secondary School Teachers,Teacher Improvement,Correlation,Mathematics Tests,Scores,Standardized Tests,Student Improvement,Mathematics Instruction,Secondary School Students,Algebra,Teacher Educators,Pedagogical Content Knowledge,Reflective Teaching,Journal Writing,Teacher Student Relationship,Pretests Posttests

It is important for teacher educators to understand new alternative certification middle and high school teachers' mathematical problem solving abilities and perceptions. Teachers in an alternative certification program in New York were enrolled in a proof-based algebra course. At the beginning and end of a semester participants were given a problem solving examination and were required to reflect upon their students' and their own problem solving abilities. There was a significant improvement in problem solving abilities for the teachers over the course of the semester, and there was a direct correlation between standardized content knowledge test scores and problem solving examination scores. Furthermore, teachers perceived that although their students had improved somewhat in their problem solving over the course of the semester, student problem solving abilities were generally weak due to not understanding how to start a problem, lack of persistence, and poor literacy skills. Teachers perceived that they shared similar problems as their students, but the algebra course and their teaching of problem solving helped them with their own problem solving abilities.
Determining Quality Teachers: Mathematical Content Knowledge, Perceptions of Teaching Self-Efficacy, and Attitudes toward Mathematics among a Teach for America Cohort
Author: Evans, Brian R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Mathematics,Self Efficacy,Teacher Effectiveness,Teacher Attitudes,Knowledge Base for Teaching,Middle School Teachers,Secondary School Teachers,High Schools,Beginning Teachers,Cohort Analysis,Statistical Analysis,Teacher Education,Graduate Study,Correlation

The purpose of this study was to understand the relationships between mathematical content knowledge, perceptions of teaching self-efficacy, and attitudes toward mathematics in one cohort of Teach for America teachers who took the New York State Content Special Test in mathematics at the start of their program, and a mathematics attitude instrument taken before and after their first year teaching while taking graduate courses in a teacher education program. Additionally, teachers completed a self-efficacy instrument in their second year of teaching and graduate coursework. The major finding revealed that mathematical content knowledge was related to attitudes toward mathematics, and attitudes toward mathematics were related to perceptions of self-efficacy. It was found that teachers with mathematics related majors had higher mathematical content knowledge than did business majors, but similar levels of self-efficacy. Liberal arts majors had similar content knowledge and levels of self-efficacy as did mathematics related majors.
Please Don't Aim for a Highly Cited Paper
Author: Calver, Michael C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Innovation,Citations (References),Motivation,Behavior Problems,Researchers,Research Design,Rewards,Bibliometrics

Citation-based metrics are important in determining careers, so it is unsurprising that recent publications advise prospective authors on how to write highly cited papers. While such publications offer excellent advice on structuring and presenting manuscripts, there are significant downsides, including: restrictions in the topics researched, incentives to misconduct and possible detriments to motivation, innovation and collegiality. Guides to writing highly cited papers also assume that all citations are equal, ignoring new directions in bibliometric research identifying &quot;quality&quot; and perfunctory citations. Rather than pursuing citations, with the uncertainty about their significance and the potential negative consequences, authors may fare better by following evidence from several disciplines indicating that persistence, a focused research program, good methodology and publishing in relevant journals are more important in career development and disciplinary influence than the odd star paper. Research administrators could encourage such steps by considering innovative new multivariate assessments of research productivity, including assessing social impact.
Monument to Lack: The New University
Author: Jones, Andee
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Freedom,Censorship,Persuasive Discourse,Controversial Issues (Course Content),Freedom of Speech,Intellectual Freedom,Neoliberalism,Educational Change,Feminism,Social Isolation,Scholarship,Criticism,Universities,Higher Education

The present article is the fourth in an unintended series charting the author's experiences of academic censure via social exclusion, or &quot;amicable exclusion&quot; as the Vietnamese reprint has it (Jones, 2012, 2013, 2014). Here in talking about academic censure, Jones touches on former psychoanalyst Jeffrey Mason's (1990) excoriation by the psychoanalytic establishment for, among other things, criticising late twentieth century Freudian anti-feminism.
Motivating Change from Lecture-Tutorial Modes to Less Traditional Forms of Teaching
Author: McLaren, Helen J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Lecture Method,Higher Education,College Faculty,Faculty Development,Instructional Effectiveness,College Instruction,Tutorial Programs,College Students,Active Learning,Technology Uses in Education,Team Teaching,Educational Innovation,Educational Change

Teaching academics are under pressure to move away from traditional lecture-tutorial teaching modes to less traditional forms. Such pressures are in addition to changes to funding arrangements and other developments that increasingly oblige universities to operate as businesses. The flow-on effects for teachers are increased student:staff ratios, changes in student diversity and less face-to-face time, while also being required to meet expectations for increased research output. While it has become the norm to shift away from traditional teaching methods, individuals are not always equipped with educational theory nor the time, technology and motivations to change significantly what they do. We draw upon a workplace audit that explored the use of four non-traditional teaching and learning modes. These modes were chosen because of professional development workshops available centrally at our university and because they offered promise in terms of time-saving for teachers and educational effectiveness for students. The majority of respondents reported using one or more of these non-traditional teaching and learning modes. However, contradictory information in qualitative descriptions suggested that this majority had limited knowledge about the technicalities and the application of these modes; instead they attempted to fit descriptions of their traditional teaching into the non-traditional descriptors provided. While we seek to understand these responses, which may well be a form of resistance, we consider how diffusion of innovation theory may provide insight into why change has not been forthcoming.
Time for a Western Australian &quot;Group of Three&quot;?: A Speculative Essay
Author: Turner, Michael
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cost Effectiveness,Universities,Efficiency,Program Effectiveness,College Administration,Organizational Change,Income,Fiscal Capacity,Data Analysis,Educational Finance,Change Strategies,Annual Reports,Content Analysis

This study analyses the theoretical cost-savings that might flow from a merger of three of Western Australia's five universities. The results of the study show that an amalgamation would not only reduce costs of operation, but also improve non-current asset use and accountability. Combination reporting also allows the key stakeholders to appraise these universities' main financial activities, which appear to be maintaining a relatively high level of non-salary expenditure as a percentage of revenue and preserving a very high percentage of land and buildings as mainstay assets.
Does Academic Work Make Australian Academics Happy?
Author: Duncan, Roderick
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Patterns,Productivity,College Faculty,Job Satisfaction,Social Psychology,Diaries,Teacher Attitudes,Work Environment,Work Attitudes,Correlation,Creativity

Happiness research is a rapidly-growing area in social psychology and has emphasised the link between happiness and workplace productivity and creativity for knowledge workers. Recent articles in this journal have raised concerns about the level of happiness and engagement of Australian academics with their work, however there is little research on the activities Australian academics conduct during a typical day and how these activities affect happiness or productivity. We asked teaching and research academics at a regional Australian university to keep time diaries of their days detailing the tasks they engaged in as well as how they felt overall about their day in terms of both emotional satisfaction and workplace effectiveness. Supporting the notion of intrinsic motivation for academic work, we found a strong relationship between happiness and self-reported effectiveness. We found that research activities made academics happier with their days and that time fragmentation was a major driver of unhappiness. However we also uncovered a tension between the activities which make academics happy and those activities which made academics feel productive.
Evaluating How Universities Engage School Students with Science: A Model Based on the Analysis of the Literature
Author: Cridge, B. J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Education,College Science,College Students,Learner Engagement,Outreach Programs,Colleges,Access to Education,Student Participation,Marketing,Career Choice,Parents,Parent Role,Teachers,Teacher Role,Career Counseling,Role Models,Peer Relationship,Literature Reviews

Every year fewer students are electing to take university level science courses, particularly physics. This situation has led universities and employers to try and encourage more students into science subjects through the development of numerous science outreach initiatives such as guest lectures and summer schools. Much of this work is of an ad-hoc nature, with little understanding of the underlying motivations and conditions that guide students' subject selection. Therefore, we have analysed a range of literature sources to develop a simple model for school student engagement that can help guide university-initiated science outreach programmes. This model takes into account factors such as the different life stages of the student, the myriad influences that affect career decisions, and resource availability. As part of this work we also present an overview of the research around increasing progression into higher education. As experienced practitioners and researchers in science outreach we have developed an easy-to-use set of guidelines that are applicable in the real-world situation of limited budgets, time and staff resources.
Discuss: If Essays Are Dead, Then Where Does That Leave Everything Else? A Response to: Shirley Alexander's &quot;Buying Essays: How to Make Sure Assessment Is Authentic&quot;
Author: McQueen, Kelvin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Performance Based Assessment,Cheating,Plagiarism,Essays,College Students

Professor Shirley Alexander is the Deputy Vice-Chancellor and Vice-President (Teaching, Learning &amp; Equity) at the University of Technology, Sydney. On 12 November 2014, an article of hers appeared in &quot;The Conversation&quot;: &quot;Buying essays: how to make sure assessment is authentic.&quot; That article traverses, in an abbreviated way, three significant concerns about university assessment tasks. Those three concerns, in sum, apparently render essays &quot;dead&quot; &quot;as the primary form of assessment&quot;. In this article, the author would like to set out and respond to Alexander's objections to the essay form. The author of this article will also make some observations about what essays are good for and why.
Students from Australian Universities Studying Abroad: A Demographic Profile
Author: Nerlich, Steve
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,College Students,Demography,Educational Trends,Trend Analysis,Disproportionate Representation,Student Mobility,College Faculty,College Curriculum,Student Surveys,Socioeconomic Background

Australia is one of many countries to encourage its students to study abroad and hence develop a global perspective. Traditionally, students who have pursued this option represented a relatively privileged and demographically narrow group. More recently, governments and other agencies have been offering funding support with the aim of &quot;democratising&quot; study abroad so that it is more accessible to all students. To help inform the &quot;democratisation&quot; discussion, this paper presents an analysis of the demographic profile of students from Australian universities who currently study abroad, examining changing trends over time and identifying demographic groups that may be underrepresented in the current Australian study abroad population.
The &quot;Dark Traits&quot; of Sociopathic Leaders: Could They Be a Threat to Universities?
Author: Perry, Chad
Date: 2015-00-00
Type: Journal Articles
Subjects: Personality Traits,Personality Problems,College Faculty,Administrator Characteristics,Psychopathology,Interpersonal Relationship,College Administration,Teacher Collaboration,Cooperation,Personnel Selection,Foreign Countries

Some sociopathic personality traits in managers can derail business organisations even though the leaders have been carefully selected and considered &quot;high flyers&quot;. Three of those traits are narcissism, psychopathy and Machiavellianism. These traits are &quot;socially-aversive&quot; because the sociopaths have an ingrained disregard for relationships. We will &quot;very likely&quot; come into hurtful contact with a sociopath. This study addresses the problem: Could a leader of a university unit with strong levels of the dark triad traits derail their unit? After considering the literature about the dark triad and university leadership, this study argues that a sociopathic leader could degrade the collaborative nature of much of academics' work with other staff, students and society enough to produce mediocrity in their part of a university, but not enough to derail it. Implications for universities selecting non-sociopathic leaders and for individuals being led by sociopaths are suggested.
The Parlous State of Academia: When Politics, Prestige and Proxies Overtake Higher Education's Teaching Mission
Author: Callier, Viviane
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reputation,College Faculty,Career Development,Research,Institutional Mission,Intervention,Educational Policy,Tenure,Adjunct Faculty,College Students,Commercialization

Original and significant research benefits the careers of those running universities and brings prestige to their institution. World class teaching, by and large, does not, and this has important consequences for higher education's tripartite mission. Most notably, emphasis on the research mission of major higher education institutions dwarfs that of the teaching mission and this is to the detriment of teachers and students. Policy interventions are needed to address this discrepancy.