ethanporcaro/eric-fulltext-meta huggingface dataset:
Applied Learning Educators Breaching Boundaries Storming Barriers
Author: Schulz, Christine
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Skill Development,Experiential Learning,Foreign Countries,Secondary Education,Adult Education,Vocational Education,Teacher Attitudes,Teaching Conditions,Job Skills,Communities of Practice,Barriers

This paper provides discussion of learning experienced by Applied Learning Educators in a workplace context where everyday teaching activities can involve undertaking unfamiliar tasks to the extent that the concept of 'crossing boundaries', or acting outside 'comfort zones' becomes 'normalised'. This perspective arises from consideration of extensive interviews with Applied Learning Educators who work in the Victorian Certificate of Applied Learning (VCAL), a senior years' pathway in Victoria. The pathway is available in settings of schools, Adult Community Education (ACE) and Technical and Further Education (TAFE) and designed to support the engagement of young people in education and their subsequent transition into further study or meaningful work. VCAL Educators use Applied Learning pedagogy in the development of curriculum content that promotes employability skills, connectedness to community and has grounding in student interests and needs. Subsequently student learning in VCAL occurs in and out of classrooms. Applied Learning Educators frequently navigate institutional boundaries in the process of negotiating and developing partnerships with industry and community organisations to enable learning to be undertaken in meaningful and relevant environments. In this paper Boundary Crossing is used as a concept for discussing the wide-ranging nature of VCAL educators' everyday practice as they respond to the needs of the cohort and requirements of the curriculum. Collegial learning is considered using the notion of Communities of Practice.
A Little Learning Is a Dangerous Thing? The Ethics of Teaching Accidental Tourists in Higher Education
Author: McDonald, Fiona
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Ethics,College Faculty,Undergraduate Students,Intellectual Disciplines,Majors (Students),Moral Issues,Conflict of Interest,School Responsibility,Teacher Responsibility,Course Selection (Students)

This paper raises questions about the ethical issues that arise for academics and universities when under-graduate students enrol in classes outside of their discipline - classes that are not designed to be multi-disciplinary or introductory. We term these students 'accidental tourists'. Differences between disciplines in terms of pedagogy, norms, language and understanding may pose challenges for accidental tourists in achieving desired learning outcomes. This paper begins a discussion about whether lecturers and universities have any ethical obligations towards supporting the learning of these students. This examination illustrates the challenges faced by lecturers some of whom, we theorise, may experience a form of moral distress facing a conflict between personal beliefs and organisational requirements. It also critically examines the role and responsibilities of universities towards students and towards their staff. This paper indicates the need for greater reflection about this issue, especially given the many constraints facing lecturers and universities.
Great Expectations: The Impact of Rigorous Grading Practices on Student Achievement
Author: Gershenson, Seth
Date: 2020-02-00
Type: Reports - Research
Subjects: Grading,Academic Achievement,Teacher Expectations of Students,Grade Inflation,Mathematics Teachers,Mathematics Tests,Algebra,Mathematics Achievement,Teacher Characteristics,Predictor Variables,Secondary School Students,Grade 8,Grade 9,Academic Standards,Institutional Characteristics,Outcomes of Education,Instructional Effectiveness

We know from previous survey research that teachers who hold high expectations for all of their students significantly increase the odds that those young people will go on to complete high school and college. One indicator of teachers' expectations is their approach to grading--specifically, whether they subject students to more or less rigorous grading practices. Unfortunately, &quot;grade inflation&quot; is pervasive in U.S. high schools, as evidenced by rising GPAs even as SAT scores and other measures of academic performance have held stable or fallen. The result is that a &quot;good&quot; grade is no longer a clear marker of knowledge and skills. Authored by American University's Seth Gershenson, &quot;Great Expectations: The Impact of Rigorous Grading Practices on Student Achievement&quot; examines to what extent teachers' grading standards affect student success. Specifically, this report investigates the following questions: (1) How do the grading standards of an Algebra I teacher affect content mastery, as measured by student performance on the end-of-course Algebra I exam? (2) Do the grading standards of an Algebra I teacher impact students' longer-term performance in subsequent math courses like geometry and Algebra II, and their likelihood of graduating from high school? and (3) Does the impact of an Algebra I teacher's grading standards vary by student, school, or teacher characteristics? Likewise, what school and teacher characteristics predict teachers' grading standards? To address these questions, Gershenson analyzed administrative data for all eighth and ninth grade Algebra I students in North Carolina's public schools from 2006 to 2016. The analysis yielded six major findings. Among them: Students of all racial/ethnic groups learn more from teachers with high grading standards, and these standards tend to be higher in schools serving more advantaged students. Moreover, the impact of rigorous grading practices can improve student performance in subsequent math classes up to two years later. [Foreword and Executive Summary by Amber M. Northern and Michael J. Petrilli.]
Applying 21st Century Constructivist Learning Theory to Stage 4 Design Projects
Author: Mellis, Scott
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Constructivism (Learning),Learning Theories,Technology Education,Design,Course Descriptions,Private Schools,Information Technology,21st Century Skills

This research applies a conceptual framework to the development of a classroom resource: design process folios. The conceptual framework is comprised of three overlapping lenses that account for the syllabus from the New South Wales Board of Studies (BOS), social constructivism theory and 21st Century learning needs. The use of this framework in design for learning provided a structured approach for the improvement of teaching and learning, aligning both the mandated curriculum as well as theories of learning. The aim for developing this resource was to provide opportunities for meaningful and engaging experiences for learners. In this paper, we report on the application of this conceptual framework to the analysis of a school-developed folio. The folios were comprised of engaging learning materials and tasks that make use of ICTs to support learning of design processes by Stage 4 Technology students in an Australian Independent School. The experience of the lead author was that the folio was an effective and engaging way to deliver design projects. The school-developed folios have an inherent quality: they can be continually refined and improved to reflect changes in society, technology and the curriculum. Analysis of the folios suggested that these resources can be seen as systems that evolve and this has applications to other curriculum areas that engage project based learning approaches.
A Unique Educational Experience for Adolescents: What Do Students and Parents Love and Fear about the School for Student Leadership?
Author: Plunkett, Margaret
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Student Leadership,Parent Attitudes,Student Attitudes,Educational Experience,Secondary School Students,Parent Aspiration,Learner Engagement,Student Motivation,Parent Child Relationship,Longitudinal Studies,Program Descriptions,Parent Participation,Developmental Stages,Social Development,Emotional Development,Foreign Countries,Leadership Training,Nontraditional Education

The School for Student leadership (SSL) provides a unique educational experience for Australian Year 9 secondary school students at a time when parental expectations may not necessarily be in alignment with student engagement and motivation. Yet there are often concerns amongst both students and their parents about spending time outside 'traditional' educational settings and the potential impact on development and achievement. This paper discusses part of a longitudinal project between Monash University Gippsland and the SSL, investigating how parents and students experience their involvement with the school through focused reflection over time. Initial findings suggest that parents have broader concerns than their adolescent children but that both acknowledge significant positive developmental changes. Interestingly, there was no concern expressed in relation to missing a term of traditional academic schooling by either parents or students, with suggestions that the social-emotional development that occurred far outweighed the loss of a term of schooling. The project will continue to conduct followup research to determine whether the reported benefits are sustained over time.
Aboriginal and Torres Strait Islander Teachers -- &quot;Tellin&apos; the Stories of Teachers: Tellin&apos; the Stories of Teaching&quot;
Author: Bunda, Tracey
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Pacific Islanders,Indigenous Populations,Ethnic Groups,Story Telling,Teacher Persistence,Teacher Recruitment,Teacher Characteristics,Information Technology,Teacher Attitudes,Teaching Experience,School Community Relationship,Foreign Countries,Cultural Awareness,Teacher Student Relationship,Cultural Maintenance,Teacher Education Programs

The paper draws on research --- &quot;Tellin' the stories of teachers: Tellin' the stories of teaching&quot; project --- that forms part of the national More Aboriginal and Torres Strait Islander Teachers Initiative. This Initiative aims to increase the number and retention of Aboriginal and Torres Strait Islander peoples in the profession. A problematic is therefore raised from the outset -- how can the number of Aboriginal and Torres Strait Islander teachers be increased and what conditions promote retention? &quot;Tellin' the stories of teachers: Tellin' the stories of teaching&quot; creates a digital and historical archive of 15 Aboriginal and Torres Strait Islander peoples presenting perspectives as students, graduate teachers and experienced academics. This collection of voices interpolates a teacher's work and life with what it means to be an Aboriginal and/or Torres Strait Islander person. The paper uses critical theoretical frames to analyse the data/stories of the project participants to extrapolate out the following key themes: (1) Valuing Aboriginal and Torres Strait Islander traditions in education; (2) Building better foundations through critical engagement; (3) Agency for Aboriginal and Torres Strait Islander knowledge transmission; and (4) Embodying Aboriginal and Torres Strait Islander Community in our work and life.
An Exploration of Interrelationships among Students&apos; Foreign Language Anxiety, Their Perception on Teachers&apos; Classroom Behaviour and Students&apos; Achievement in Learning English as a Foreign Language
Author: Hasan, Diana C.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Second Language Learning,Anxiety,Student Attitudes,Teacher Behavior,Academic Achievement,English (Second Language),Correlation,Likert Scales,Measures (Individuals),Teaching Styles,High School Students,Adolescents,Teacher Student Relationship,Expectation,Classroom Communication

This study investigated the interrelationship between students' foreign language anxiety, perceptions of teachers' classroom behaviour and their achievement in English as a Foreign Language (EFL). The participants were eight teachers and their Year 10 and 11 students (N=344) from two different schools, International Standard School (ISS) and non-International Standard School (Non-ISS). The students completed the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) and Student-reported Teacher Style Scale (TSS) by Watt and Richardson (see Spearman, and Watt, 2013); teacher completed Teacher Style Scale (TSS). The result indicated that students who perceived their teacher positively exhibited low anxiety and showed better achievement. Teachers perceived themselves to be more structured, have better relatedness and clearer expectations than their students perceived.
High School Students&apos; Understanding of Human Evolution
Author: Seoh, Kah Huat Robin
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Evolution,Science Instruction,Foreign Countries,Grade 12,Biology,Genealogy,Theories

Diverse alternative conceptions embedded in the minds of learners of biology impede their learning of evolution. Our study aimed to find out the acceptance level of the theory of evolution in high school students in Singapore, characterise how students describe human evolution, and measure the prevalence of common alternative conceptions in the same group of students, through a survey consisting of several multiple-choice questions about their understanding, as well as an open-ended question that allowed students to freely describe how humans have evolved. Student responses were first coded based on the grounded theory approach and then sorted into different categories. The results revealed that a very significant proportion of the students doubted that evolution has ever taken place. Context analyses of their open-ended responses revealed that students preferred to first describe the lineage or taxa of the ancestral organism, followed by trait polarity (both trait gain and trait loss), and subsequently describing trait types. For relatively short evolutionary time, trait loss descriptions were more frequent whereas for relatively long evolutionary time, trait gain descriptions were more likely. Certain types of alternative conceptions, particularly transmogrificationist types of conceptions, were also found to be more prevalent in students' answers, where students grossly overestimates the potential of evolution to drive changes over time. These findings, which were in line with the findings of the literature, further highlight that despite much work done in the education of evolution, students continued to develop alternative conceptions when attempting to understand the theory. As such, there is a need to revise textbooks, curricula, and lesson delivery, especially with respect to the education of human evolution, in order to help students overcome some of these alternative conceptions.
Exploring Numeracy Teacher Identity: An Adaptation of Valsiner&apos;s Zone Theory
Author: Bennison, Anne
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Numeracy,Mathematics Teachers,Professional Identity,Mathematics Instruction,Pedagogical Content Knowledge,Learning Theories,Social Influences

Numeracy is identified in the Australian Curriculum (Australian Curriculum Assessment and Reporting Authority, 2012) as one of seven general capabilities that are to be developed across all curriculum areas, making the development of students' numeracy capabilities the responsibility of all teachers. As mathematics is the discipline that underpins numeracy, teachers must be able to identify the mathematics inherent in their own learning area and design appropriate learning activities in the context of this learning area. If they are to do this they must see themselves not only as teachers of their learning area but also as teachers of numeracy, in other words, develop an identity as a teacher of numeracy. An understanding of how teachers form and develop a numeracy teacher identity will assist in supporting them to develop effective strategies for numeracy learning in their learning area. This paper extends a framework for numeracy teacher identity (Bennison &amp; Goos, 2013) developed through a literature review of teacher identity and explores how the development of numeracy teacher identity could be investigated empirically. The paper argues that an understanding of how the characteristics identified in the numeracy teacher identity framework interact and contribute to the development of numeracy teacher identity can be gained through a sociocultural approach that uses an adaptation of Valsiner's (1997) zone theory as the theoretical framework. The characteristics of the knowledge, affective, social and life history domains of the numeracy teacher identity framework are mapped onto the Zone of Proximal Development (ZPD), Zone of Free Movement (ZFM) and Zone of Promoted Action (ZPA). To illustrate how empirical data can be analysed through this theoretical framework two hypothetical case studies are described and the hypothetical data are mapped onto the ZPD, ZFM and ZPA to gain an understanding of each hypothetical teacher's numeracy teacher identity.
Deconstructing Boundaries and Meaning within/across Professional Learning
Author: Ryan, Cheryl Maree
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Police Education,Police,Models,Professional Education,Educational Change

Meaning 'has territory … and contested boundaries' (Stronach &amp; Maclure, 1997, p.93), which can be created, lost, and recreated. Drawing on this notion of meaning, I undertake three readings to explore the meaning of professional learning in police education, with reference to research from my doctoral thesis. I grapple with and negotiate boundaries within each reading and across the three readings. The first reading constructs the current 'paradigm shift'. In the second reading I challenge and deconstruct my first reading, revealing artifice, ignorance, and nostalgia as contributing to the metaphysics of presence. The third reading unfreezes and remobilises meaning through the interdependent notion of 'certain uncertainty'. These concepts 'lean' on each other so that meaning is made between rather than within the words.
Examining Focused Conversation for Leading Professional Learning and Development in Early Childhood: Highlighting the Role of Evaluative Stance
Author: Nailon, Di
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Professional Development,Group Discussion,Early Childhood Teachers,Foreign Countries,Child Care,Young Children,Television Viewing,Communities of Practice,Transformational Leadership,Psychological Patterns,Evaluative Thinking,Reflection

Focused conversation is an approach used to lead group inquiry into topics of concern or interest. Four levels of questions guide participants through objective, reflective, interpretive and decisional levels of conversation. Over the past several years focused conversation was adopted in Australia to facilitate National Quality Framework related professional learning and development with early childhood educators. The research reported here used an attitude analysis from Systemic Functional Linguistics to examine the role of evaluative stance in a facilitated focused conversation with a coordination team in a Family Day Care Service. The analysis targeted the reflective and interpretive levels of a focused conversation around the use of television with young children in home based care. These levels are designed to encourage the expression of personal feelings about, and evaluation of an issue. The analysis showed that the coordination team members moved from negative discussions to a more positive systems-oriented approach to solving issues surrounding the topic. Outcomes of the study have the potential to contribute to the use of focused conversation in leading communities of practice in early childhood and other sectors of education.
Alternate Destinies for Survey Items Destined for the Island of Misfit Toys: An Analysis of Teachers&apos; Perceptions of NAPLAN
Author: Harbaugh, Allen G.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Surveys,Teacher Attitudes,National Curriculum,Item Analysis,Goal Orientation,Teaching Methods,Achievement Tests,Foreign Countries,Factor Analysis

This is a methodological paper describing when and how manifest items dropped from a latent construct measurement model (e.g., factor analysis) can be retained for additional analysis. Presented are protocols for assessment for retention in the measurement model, evaluation of dropped items as potential items separate from the latent construct, and post hoc analyses that can be conducted using all retained (manifest or latent) variables. The protocols are then applied to data relating to the impact of the NAPLAN test. The variables examined are teachers' achievement goal orientations and teachers' perceptions of the impact of the test on curriculum and pedagogy. It is suggested that five attributes be considered before retaining dropped manifest items for additional analyses. (1) Items can be retained when employed in service of an established or hypothesized theoretical model. (2) Items should only be retained if sufficient variance is present in the data set. (3) Items can be retained when they provide a rational segregation of the data set into subsamples (e.g., a consensus measure). (4) The value of retaining items can be assessed using latent class analysis or latent mean analysis. (5) Items should be retained only when post hoc analyses with these items produced significant and substantive results. These suggested exploratory strategies are presented so that other researchers using survey instruments might explore their data in similar and more innovative ways. Finally, suggestions for future use are provided.
&apos;Doing Educational Leadership&apos;: Cultivating Plurality in a Teacher &apos;Public Space&apos;
Author: Rogers, Bev
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Leadership Responsibility,Teacher Role,Teacher Participation,Principals,Administrator Role,Participative Decision Making,Cultural Pluralism,Holistic Approach,Educational Administration,Leadership Styles

This paper focuses on the importance of educational leadership in cultivating the conditions for a space for dialogue with teachers, which is linked more to working with teachers, to theorise and critically examine what they do. Such a dialogic teacher 'public space' is linked to teachers acting 'in concert' as respected partners in the educational process, through the courage to exercise judgement, in a space where the views and contributions of each teacher matter. I employ the resources of Bourdieu and Arendt, to provide both conceptual lenses and thinking tools which are helpful for gaining a glimpse of 'an elsewhere, of an otherwise' in educational leadership, at a time when being critical is difficult and conceived of as a form of heresy. Current leadership models are dominated by business management concepts which obscure the educative character of the work of school principals. The managerial approaches of neo-liberal educational reform have brought with them an assertion of 'technical rationality' in school management where the emphasis is on techniques and procedures and organisational practices. This culture of technical rationality has enabled a new form of administrative evil which has the hallmarks of Arendt's 'dark times'. Arendt's notions of public space, plurality, thinking and judgement, throughout her major works, provide philosophical resources for challenging current views of transformational leadership. Using Arendt's notion of public space, along with her views on thinking and judgement, I propose a more democratic, dialogic view of educational leadership which recognises plurality, and identifies educational leadership in relationships, as acting 'in concert' with teachers to engage the collective responsibility for education of young people in 'renewing a common world'. Arendt identifies the responsibility for judgement, thinking and action in the company of others that accompanies this possibility.