ethanporcaro/eric-fulltext-meta huggingface dataset:
Content Validation of Statements Describing the Essential Work of Australian Special Education Teachers
Author: Dally, Kerry A.
Date: 2015-02-00
Type: Journal Articles
Subjects: Content Validity,Special Education Teachers,Standards,Foreign Countries,Inclusion,Excellence in Education,Knowledge Base for Teaching,Teacher Attitudes,Specialists,Special Education,Teaching Skills

This article describes the procedures used in developing and validating a set of statements for Australian special education teachers. Using the existing AITSL Australian Professional Standards for Teachers at the proficient level as a basis, a set of statements describing the specific skills and knowledge required by Australian educators working in special education and inclusive settings was prepared. Two groups of subject matter experts reviewed, revised and rated the relevance of the complete set of 49 statements. According to the experts' ratings the content validity of each statement and the corresponding standard met Polit et al.'s (2007) criteria for excellence.
Preliminary Evaluation of the FRIENDS for Life Program on Students' and Teachers' Emotional States for a School in a Low Socio-Economic Status Area
Author: Iizuka, Christina A.
Date: 2015-03-00
Type: Journal Articles
Subjects: Program Evaluation,At Risk Students,Anxiety,Resilience (Psychology),Social Development,Emotional Development,Intervention,Poverty,Disadvantaged Schools,Pretests Posttests,Educational Strategies,Mental Health,Health Services,Role,Health Promotion,Faculty Development,Coaching (Performance),Foreign Countries,Child Behavior,Check Lists,Job Satisfaction,Teacher Attitudes,Measures (Individuals),Classification,Participatory Research,Action Research,Grade 6,Grade 7

The purpose of this study was to examine the impact of the FRIENDS for Life program on students' and teachers' emotional outcomes in a school serving a high-poverty population. The focus of the intervention was to train/coach teachers with strategies to develop social and emotional skills for students. A single group, pre/post-test design was used to conduct a preliminary investigation of the intervention to improve participants' social and emotional outcomes. At the end of the intervention, students who were at risk showed significant decrease in their anxiety levels and teacher's demonstrated significant improvements on their emotional resilience.
Student Voices in School-Based Assessment
Author: Tong, Siu Yin Annie
Date: 2015-02-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Student Evaluation,Educational Practices,Student Surveys,High Stakes Tests,Feedback (Response),Preferences,Classroom Techniques,English Instruction,English (Second Language),Language Tests,Likert Scales,Foreign Countries,Semi Structured Interviews

The value of student voices in dialogues about learning improvement is acknowledged in the literature. This paper examines how the views of students regarding School-based Assessment (SBA), a significant shift in examination policy and practice in secondary schools in Hong Kong, have largely been ignored. The study captures student voices through a survey of 423 Secondary 5 students and interviews with 45 students in 3 schools concerning the use of SBA in the high-stakes assessment for the English Language subject. Results suggest a wide range of student perceptions of, and responses to SBA and related feedback. In general, students indicated that they did not appreciate SBA and were unable to capitalise on the feedback. The paper argues that the intentions of SBA can be threatened if these negative tendencies are not addressed through teacher education, and calls for a dialogic model that allows student participation in debates about learning improvement.
Getting Ready for the Profession: Prospective Teachers' Noticing Related to Teacher Actions
Author: Osmanoglu, Aslihan
Date: 2015-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Elementary School Teachers,Video Technology,Case Method (Teaching Technique),Qualitative Research,Reflection,Interviews,Group Discussion,Computer Mediated Communication,Teacher Behavior,Teaching Methods,Knowledge Base for Teaching,Foreign Countries,Teacher Competencies,Observation,Comparative Analysis,Coding,Pedagogical Content Knowledge

The aim of this study was to investigate what the prospective elementary mathematics teachers noticed and how their noticing changed in an environment in which they discuss on video cases. To achieve this aim, we asked senior elementary mathematics prospective teachers to watch and discuss videos depicting real elementary mathematics classrooms. In this qualitative study, the main data sources were the participants' reflection papers and interviews with the focus participants. The online discussions among the focus participants were also analyzed. For the analysis, the Learning to Notice framework (van Es &amp; Sherin, 2002) was used. The findings suggested that prospective teachers noticed several issues related to teacher actions that reflect specific domains of teacher knowledge, and their noticing increased over time. In conclusion, it is suggested that the use of case-based pedagogy in teacher education is an effective way to help future teachers get ready for the profession.
Graduate Teacher Preparation for Rural Schools in Victoria and Queensland
Author: Kline, Jodie
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Teacher Education Programs,Graduate Students,Longitudinal Studies,Program Effectiveness,Program Evaluation,Graduate Surveys,Elementary School Teachers,Case Studies,Mixed Methods Research,Context Effect,Likert Scales,Teacher Characteristics,Geographic Location,Career Readiness,Teaching Experience,Vignettes,Administrator Attitudes,Parent Teacher Cooperation,School Community Relationship,Labor Force Development,Capacity Building,Teacher Competencies,College Outcomes Assessment

Graduate teachers' preparedness for working in rural settings are mediated by the development of pedagogical expertise, professional engagement with parents and the community, and broader notions of preparation to teach in rural contexts. The Studying the Effectiveness of Teacher Education (SETE) project is a four-year longitudinal study tracking teacher education graduates in Queensland and Victoria to investigate the effectiveness of their programs in equipping them to meet the learning needs of students in a diverse range of school settings. A sub-set of the SETE data was examined to explore graduate teacher preparation for rural schools, specifically the authors analysed 1,539 point-in-time survey responses (April 2013) and findings from a case study exploring two teachers' transitions from teacher education into teaching positions at a rural primary school in Victoria. The case study is read iteratively with survey analysis to grapple with the issues associated with graduate teacher preparation for rural schools.
Changing Expectations, Same Perspective: Preservice Teachers' Judgments of Professional Efficacy
Author: Hardy, Graham
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Self Efficacy,Attitude Measures,Self Evaluation (Individuals),Teacher Competencies,Attitude Change,Questionnaires,Cohort Analysis,Scores,Comparative Analysis

This two-part study tracks and measures the professional self-efficacy judgements of two cohorts of pre-service teachers (PST). In Part One, the GTCE's Code of Conduct and Practice (GTCE, 2009) was used to help form an instrument which tracked changes in the professional self-efficacy judgements of 211 PST through a one-year graduate program. Judgements were sought from PST both about themselves, and importantly, also about practicing teachers in the profession. In Part Two, statements making up the new DfE Teaching Standards (DfE, 2011) were similarly used to form an instrument and used with a subsequent cohort of 416 PST. Outcomes showed that PST's judgement of professional self-efficacy were extremely high on both occasions, and in nearly all cases, significantly more positive than their ratings for current serving teachers. Tracked through their one-year program, the self-judgements barely changed, although views of the practicing teaching increased markedly, although never quite reaching the levels of self-judgements. The detail and significance of these findings is analysed and discussed.
Picturebooks in Teacher Education: Eight Teacher Educators Share Their Practice
Author: Daly, Nicola
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Picture Books,Semi Structured Interviews,Teacher Educators,Teacher Attitudes,Pedagogical Content Knowledge,Access to Information,Negative Attitudes,Visual Perception,Visual Stimuli

There is a great deal of contemporary research demonstrating the effective use of picturebooks in the classroom; however, there are few studies recording perceptions and use of picturebooks in Initial Teacher Education [ITE]. This study explores the reported use of picturebooks within a New Zealand university-based ITE degree programme. The data discussed in this article was collected using semi structured interviews with eight teacher educators from different learning areas of the New Zealand Curriculum. In order to unpack the power of using picturebooks as part of teacher preparation a discussion of why and how picturebooks are used by teacher educators is presented. These themes include modeling pedagogy for future teachers; dealing with negative attitudes to certain curriculum areas; plugging gaps in pre-service teacher knowledge among others.
Education and Social Innovation: The Youth Uncensored Project--A Case Study of Youth Participatory Research and Cultural Democracy in Action
Author: Conrad, Diane H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Indigenous Knowledge,Indigenous Populations,Ethics,Innovation,Social Influences,Teaching Methods,Culturally Relevant Education,Service Learning,Social Justice,Participatory Research,Action Research,Community Programs,Art Activities,Democracy,Case Studies,Youth Programs,Program Development,Workshops,Program Evaluation

This article discusses social innovation in education informed by arts-based and Indigenous ways of knowing. I use the term Indigenous to refer to First Peoples' and their wisdom traditions from places around the world and the term Aboriginal to refer to the diverse First Nations, Métis, and Inuit peoples of Canada. The article looks at the ethical imperative for doing socially innovative work, and examines practices with potential for embedding social innovation in educational scholarship, including experiential and relational educational approaches, such as community-service learning and restorative justice; participatory action research as an allied research approach; and community arts framed as cultural democracy. It describes a research project with street-involved youth as a case study for research that moves toward social innovation through the Government of Canada Policy Research Initiative's five steps involved in a co-creative social innovation project.
LGBTQ Awareness and Allies: Building Capacity in a Bachelor of Education Program
Author: Kearns, Laura-Lee
Date: 2014-00-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Orientation,Sexual Identity,Preservice Teachers,Educational Environment,School Culture,School Safety,Workshops,Educational Sociology,Program Effectiveness,Consciousness Raising,Social Bias,Foreign Countries,Undergraduate Study,Teacher Education Programs,Bullying,Social Justice,School Community Programs,Partnerships in Education,Language Usage,Gender Issues,Online Surveys,Student Teacher Attitudes,Pretests Posttests,Focus Groups

This research describes the impact of an integrated training program (Positive Space I and Positive Space II) on pre-service teachers' understandings of and abilities to create safe spaces for lesbian, gay, bi-sexual, transgendered, two-spirited, queering and/or questioning (LGBTQ) youth and allies in schools. Our Bachelor of Education program incorporates these workshops as part of sociology of education and inclusion classes that are mandatory courses for all pre-service teachers. Our findings suggest that for the pre-service teachers we teach, the Positive Space program is needed if they are to be allies and to interrupt heteronormativity.
Happiness and Sustainability Together at Last! Sustainable Happiness
Author: O'Brien, Catherine
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainability,Life Satisfaction,Psychological Patterns,Well Being,Life Style,Educational Change,Models,Role of Education,Futures (of Society),Health Promotion,Entrepreneurship,Socialization,Emotional Development,Preservice Teacher Education,Interviews,Undergraduate Students,Course Descriptions,Foreign Countries,Literacy,Workshops,Program Descriptions,Transportation,Physical Activities

Sustainable happiness is &quot;happiness that contributes to individual, community and/or global well-being without exploiting other people, the environment or future generations&quot; (O'Brien, 2010a, n.p.). It underscores the interrelationship between human flourishing and ecological resilience. At the national and international levels, sustainable happiness has considerable relevance to the United Nations' resolution on happiness and well-being (United Nations, 2011). Applications of sustainable happiness are discussed, with implications for fostering healthy, sustainable lifestyles and communities. The active debate about how to transform education to meet 21st-century learning needs ranges from suggestions that will merely tweak existing models through modernization, to calls for reimagining the role of education. As educators consider the future of education and the various visions that are promoted--such as 21st-century learning, Health Promoting Schools programs, social and emotional learning, and entrepreneurship education--the concept of sustainable happiness can contribute to the development of a unified vision that fosters well-being for all, forever (Hopkins, 2013). The sustainable happiness pre-service teacher education course described in this paper gives a glimpse of the benefits of doing so. The paper argues that sustainable happiness represents the evolution in happiness that is needed to set the world on a more sustainable trajectory. This makes sustainable happiness indispensable for new visions of education in the 21st century.
The Leadership Teachers Want from Principals: Transformational
Author: Hauserman, Cal P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Leadership Styles,Teacher Attitudes,Principals,Leadership Qualities,Questionnaires,Interviews,Administrator Behavior,Teacher Administrator Relationship,Preferences,Administrator Role,Teacher Motivation,Intellectual Development,Influences,Elementary Secondary Education,Foreign Countries

The data shared in this paper is part a preliminary study. A more detailed and robust analysis of data will be conducted later. From a randomly generated sample of 135 public schools in the Province of Alberta, Canada 77 agreed to participate in a study on leadership attributes of principals. Ten randomly selected teachers from each participating school were asked to complete the Multifactor Leadership Questionnaire (MLQ) (Bass &amp; Avolio, 1995; 1997; 2000) for their respective principals. Based on the MLQ results principals were stratified into categories as having high or low levels of transformational leadership qualities. Ten teachers were then selected for in depth interviews. For one of the qualitative components teachers from ten schools were selected of in-depth interviews. Five of the teachers worked with principals that were characterized as highly transformational and five worked with teachers that were characterized as low in transformational leadership attributes (one subsequently withdrew from the study). The data interpretation allowed for stating that teachers strongly preferred principal behaviors that aligned with selected aspects of transformational leadership.
Situating Ethics in Games Education
Author: Butler, Joy
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethics,Curriculum,Comprehension,Moral Values,Values Education,Design,Physical Education,Teaching Methods,Games,Physical Activities,Constructivism (Learning),Athletics,Epistemology,Creativity,Comparative Analysis,Foreign Countries,Grade 4,Grade 8,Experienced Teachers,Workshops,Observation,Ethnography,Focus Groups,Interviews,Teacher Attitudes,Student Attitudes,Social Justice

This paper posits that Inventing Games (IG), an aspect of the games curriculum based on principles of Teaching Games for Understanding (TGfU), opens up important spaces for teaching social and ethical understanding. Games have long been regarded as a site for moral development. For most teachers, however, ethical principles have been seen as incidental rather than teachable. Preliminary findings from two studies with students and teachers have shown that students can question foundational knowledge, such as constructs around gender, race, and ability, as they work together to design game structures. Thus, IG processes can foreground ethical decision-making in both game construction and game play.
Improving the Utility of Large-Scale Assessments in Canada
Author: Rogers, W. Todd
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Group Testing,Multidimensional Scaling,Evaluation Utilization,Program Administration,Testing,Scheduling,Evaluation Problems,Context Effect,Educational Diagnosis,Test Reliability,Test Validity,Time Management,Technical Assistance,Evidence,School Support,Elementary Secondary Education,Change Strategies

Principals and teachers do not use large-scale assessment results because the lack of distinct and reliable subtests prevents identifying strengths and weaknesses of students and instruction, the results arrive too late to be used, and principals and teachers need assistance to use the results to improve instruction so as to improve student learning. Therefore, it is recommended that the first assessment activity should be to clearly establish that the domain to be assessed is multidimensional. Given this, the assessment schedule should be changed so that a given subject area is assessed in non-consecutive years but the number of sittings remains the same each year. Assistance should be provided to principals and teachers so as to increase their understanding of how to use large-scale assessment results. Three suggested assessment cycles are presented, each of which increases the reliability of subtests and provides principals and teachers with at least two years to make changes in instruction.
Community Involvement in School: Social Relationships in a Bedroom Community
Author: Preston, Jane P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Community Involvement,Qualitative Research,Case Studies,School Community Relationship,School Councils,Teacher Attitudes,Administrator Attitudes,Community Attitudes,Parent Teacher Cooperation,Proximity,Social Capital,Trust (Psychology),Rural Urban Differences,Observation,Journal Writing,School Activities,Meetings,Social Psychology,Social Integration,Foreign Countries,Semi Structured Interviews

The purpose of this qualitative case study was to describe how community involvement in school is associated with the social relationships existing/lacking within a bedroom community. Thirty-five interviews with school council members, teachers, and community members highlighted that traditional forms of community involvement in school generate connections between educators and community members, while the proximity of the city negatively affected the community's social cohesion. Theoretically, bonding and bridging social capital fosters trust, which enables community involvement. Implications are that traditional forms of community involvement in school are catalytic springboards for developing additional forms of community involvement in school.
Exploring the Challenges of Conducting Respectful Research: Seen and Unforeseen Factors within Urban School Research
Author: Samaroo, Julia
Date: 2013-00-00
Type: Journal Articles
Subjects: Urban Schools,Educational Research,Barriers,Research Problems,Ethics,College School Cooperation,Partnerships in Education,Research Projects,Research Methodology,Accountability,Experimenter Characteristics,School Community Relationship,Educational Practices,Sustainability,Social Justice,Student Rights,Parent Rights,Community Involvement,Locus of Control,Group Dynamics,Social Psychology,Foreign Countries

This paper discusses the significance of conducting respectful research within urban schools, using the example of one large-scale university-school board partnership in northwestern Toronto. The authors, three research assistants on the project, use their experiences within three of the participating schools to interrogate the research approach and methods involved and highlight the challenges of conducting respectful research. The paper outlines how aspects of respectful research were both included and overlooked within the research project. The authors' critical reflection builds on the existing conception of respectful research with the added inclusion of accountability as a primary focus, derived from existing work in decolonizing research methodologies.
Liberal Practices in a Global World: Stumbling Blocks for Democratic Citizenship Education
Author: Chaput, Catherine
Date: 2013-00-00
Type: Journal Articles
Subjects: Citizenship Education,Democratic Values,Educational Practices,Transformative Learning,Beliefs,Ideology,Controversial Issues (Course Content),Field Experience Programs,Global Education,Study Abroad,Group Dynamics,Conflict Resolution,Student Experience,College Students,Foreign Countries

Reflecting on our efforts to provide Canadian university students with a transformative learning experience in Cuba, we were surprised to find that dominant forms of liberal thinking were more difficult to challenge than was anticipated. This paper explores this phenomenon and offers deliberation as a means toward lessening the stronghold of such beliefs. It begins with a sketch of our group participants and an explanation of our methodology, alongside the theory of cultural liberalism that frames the study. This is followed by a two-part description of our findings, suggesting that the liberal ideologies accompanying such innocuous practices as facilitating group harmony filter into understandings of democratic citizenship well beyond such parameters. We end with a tentative conclusion about the possibilities for democratic education in the increasingly complicated space of global interdependence and Cuban transformation in that space.
The Role of Mental Imagery in Imaginative and Ecological Teaching
Author: Judson, Gillian
Date: 2014-00-00
Type: Journal Articles
Subjects: Imagery,Teaching Methods,Interdisciplinary Approach,Imagination,Ecology,Emotional Response,Interpersonal Relationship,Role

This article explores how mental imagery evoked from words might enhance the learning of cross-curricular content and how it may help cultivate students' &quot;ecological understanding&quot;: that deep sense of connection to a living world and the care and concern to live differently within it. With reference to Elliott Eisner's and Kieran Egan's works, I offer a rationale for attending more fully to mental imagery in teaching. The article concludes with a discussion of pedagogical implications for more meaningful and engaging school experiences based on students' and teachers' imaginative engagement with curricular content.